NABTEB 2024 Islamic Religious Studies Answers

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_ANSWER FOUR(4) QUESTIONS ONLY_

(1a)

قُلْ يَا أَيُّهَا الْكَافِرُونَ
لَا أَعْبُدُ مَا تَعْبُدُونَ
وَلَا أَنتُمْ عَابِدُونَ مَا أَعْبُدُ
وَلَا أَنَا عَابِدٌ مَا عَبَدْتُّمْ
وَلَا أَنتُمْ عَابِدُونَ مَا أَعْبُدُ
لَكُمْ دِينُكُمْ وَلِيَ دِينِ

(1b)
(i) To address the polytheists of Mecca, who refused to accept Islam and insisted on their idolatrous beliefs.
(ii) To emphasize the clear distinction between the beliefs of the Muslims and the disbelievers.
(iii) To assert the Prophet Muhammad’s (peace be upon him) commitment to the Oneness of God (Tawhid) and his rejection of polytheism.
(iv) To serve as a declaration of independence from the idolatrous beliefs and practices of the time.
(v) To provide a concise and powerful statement of Islamic theology, emphasizing the exclusivity of worship for Allah alone.
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(2a)
Makkans suwar:
– Revealed in Mecca before the Prophet’s migration (Hijrah) to Medina
– Generally shorter, more concise, and intense in tone
– Focus on the core message of Islam, the Oneness of God (Tawhid), and the Prophet’s mission
– Often address the polytheists and disbelievers of Mecca

Madinan suwar:
– Revealed in Medina after the Prophet’s migration (Hijrah)
– Generally longer, more detailed, and more legislative in tone
– Focus on the establishment of the Islamic community, social laws, and governance
– Often address the Muslim community, hypocrites, and Jewish and Christian populations

(2b)
Makkans suwar:
(i) Suratul Alaq (Quran 96) – The first revelation to the Prophet Muhammad (peace be upon him)
(ii) Suratul Kafirun (Quran 109) – A clear declaration of the distinction between Islam and polytheism
(iii) Suratul Duha (Quran 93) – A message of comfort and reassurance to the Prophet (peace be upon him)

Madinan suwar:
(i) Suratul Baqarah (Quran 2) – The longest chapter in the Quran, covering various topics, including law and governance
(ii) Suratul A’raf (Quran 7) – A chapter that includes the story of the Prophet Moses and the Israelites
(iii) Suratul Taubah (Quran 9) – A chapter that focuses on the relationship between the Muslim community and the hypocrites and disbelievers.
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(3a)
Completion of the Hadith:

“لَا يُؤْمِنُ أَحَدُكُمْ حَتَّى يَكُونَ هَوَاهُ تَبَعًا لِمَا جَاءَ بِهِ”

Transliteration: “Lā yu’minu aḥadukum ḥattá yakūna hawāhu taba‘an limā jā’a bihī”

(3b)
(i) Alignment of desires with Islamic teachings: A true believer’s desires and preferences should align with the teachings of Islam, indicating a strong faith and commitment to the religion.
(ii) Inner transformation: Faith is not just about external actions, but also about internal transformation, where one’s desires and inclinations are shaped by Islamic values.
(iii) Obedience to Allah’s commands: The Hadith emphasizes the importance of following Allah’s commands and living according to His will, rather than following one’s own whims and desires.
(iv) Self-reflection and introspection: The Hadith encourages self-reflection, urging individuals to examine their desires and motivations, ensuring they align with Islamic principles.
(v) True faith leads to inner peace: When one’s desires are in harmony with Islamic teachings, it leads to inner peace, contentment, and a strong sense of conviction in one’s faith.
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(4a)
Hadith refers to the collection of sayings, actions, approvals, and descriptions of the Prophet Muhammad (peace be upon him). These are considered essential sources of guidance and law in Islam, second only to the Quran.

(4b)
(i) Clarification of the Quran: Hadiths help explain and interpret the Quranic verses, providing context and understanding of Allah’s revelation.

(ii) Guidance on Islamic practices: Hadiths provide detailed guidance on various aspects of Islamic practices, such as prayer, fasting, charity, and pilgrimage.

(iii) Understanding the Prophet’s example: Hadiths showcase the Prophet’s exemplary character, behavior, and conduct, serving as a role model for Muslims to emulate.

(iv) Legal and ethical guidance: Hadiths contain legal and ethical teachings, helping Muslims understand their responsibilities and obligations in various aspects of life.

(v) Preservation of Islamic heritage: Hadiths play a vital role in preserving Islamic history, culture, and tradition, ensuring the continuity of the Muslim Ummah’s intellectual and spiritual legacy.
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(5a)
Iman refers to a person’s acceptance and conviction in the teachings of Islam, including the belief in one Allah, the prophets, the revealed books, the Day of Judgment, and the divine decree.

(5b)
(i) Belief in Allah (Tawhid): The belief in the oneness and uniqueness of Allah, His existence, His lordship, and His divine attributes.

(ii) Belief in Angels (Mala’ika): Acknowledging the existence of angels as spiritual beings created by Allah to carry out His commands.

(iii) Belief in the Books (Kutub): Accepting the divine books revealed by Allah to various prophets, including the Quran, Torah, Psalms, Gospel, and others.

(iv) Belief in the Prophets (Anbiya’): Belief in the prophets and messengers sent by Allah to guide humanity, including Adam, Noah, Abraham, Moses, Jesus, Muhammad (peace be upon them).

(v) Belief in the Day of Judgment (Yawm al-Qiyamah): Accepting the resurrection after death, the accountability of deeds, and the ultimate judgment by Allah.

(vi) Belief in Divine Decree (Qadar): Belief in Allah’s predestination and decree, encompassing His knowledge of all things, His writing of destiny, and His ultimate control over all events.
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(6a) Teachers:
Teachers played a crucial role in the spread of Islam by imparting knowledge of the faith and its practices to new converts (Muslims) and curious non-Muslims. They were responsible for educating individuals about Islamic beliefs, rituals, laws (Fiqh), and the life of Prophet Muhammad (Seerah). Through their teaching, they helped in establishing communities of believers who adhered to Islamic principles and spread these teachings further through personal interactions and formal educational settings.

(6b) Scholars:
Scholars in Islam were instrumental in preserving and disseminating knowledge across generations. They engaged in deep study and interpretation (Tafsir) of the Quran, developed Islamic jurisprudence (Fiqh), recorded historical events (Tarikh), and refined theological concepts. Their contributions extended beyond teaching to include writing scholarly works, issuing legal opinions (Fatwas), and guiding communities on matters of faith and practice. Scholars played a pivotal role in consolidating Islamic knowledge, ensuring its accuracy, and adapting it to diverse cultural contexts as Islam spread geographically.
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