Reframing Qur’anic Discussions of Nifāq for Character Education: Toward a Value-Contrast Pedagogical Model

Abstract

Studies of nifāq (hypocrisy) in the Qur’an have largely remained within theological and descriptive discussions, with limited attention to translating Qur’anic insights into contemporary character-education theory. This study addresses that gap by examining how Qur’anic portrayals of hypocrisy can inform an educational framework for character formation. Using a qualitative library-based thematic exegesis (tafsīr mawḍūʿī) approach, the study analyzes a selected thematic corpus of nifāq-related verses, identified through lexical and thematic searches using Qur’anic concordances, classical thematic indices, and exegetical judgment. The corpus focuses primarily on passages in Sūrah al-Baqarah, al-Nisā’, al-Tawbah, and al-Munāfiqūn. The selected verses are interpreted through comparative analysis of classical and modern tafsīr (al-Ṭabarī, Ibn Kathīr, al-Qurṭubī, Sayyid Quṭb, and M. Quraish Shihab) and recent scholarship (2020–2025). The analysis identifies a coherent taxonomy of hypocritical characteristics, including falsehood, arrogance, duplicity, mockery, corruption, and false oaths, as well as behaviors that obstruct obedience, encourage disbelief, and distort amr maʿrūf nahy munkar. These traits are associated with moral, social, spiritual, and religious consequences, reinforced by graduated Qur’anic warnings (waʿīd). Based on these findings, the study proposes a value-contrast model of character education in which the Qur’an’s juxtaposition of believers and hypocrites functions as a pedagogical strategy for cultivating honesty (ṣidq), trustworthiness (amānah), sincerity (ikhlāṣ), consistency (istiqāmah), and social responsibility. The study is limited to a selected thematic corpus and does not examine every Qur’anic passage related to hypocrisy, leaving broader corpus-based analysis for future research.