Abd Muhaimin AhmadMuhammad Arif MusaKhairul Anuar Mohamad2025-08-052025-08-052025-06-30Abd Muhaimin Ahmad, Muhammad Arif Musa, & Khairul Anuar Muhammad. (2025). Khilaf Ilmu Fawāṣil Dan Kesannya Terhadap Bacaan Qirāāt Mutawātirah: Differences in the Science of Fawāṣil and Their Impact on Mutawātir Qirāʾāt. Maʿālim Al-Qurʾān Wa Al-Sunnah, 21(1), 108–131. https://doi.org/10.33102/jmqs.v21i1.5212637-032810.33102/jmqs.v21i1.521https://jmqs.usim.edu.my/index.php/jmqs/article/view/521/314https://oarep.usim.edu.my/handle/123456789/27373Indexed by MyCite<jats:p>The science of fawāṣil (verse rhythmization) concerns itself with the enumeration of Qur’anic verses and the differences in verse delimitation as transmitted by various scholars. It is traditionally categorised into seven major schools: Madanī Awwal (First Medinan), Madanī Akhīr (Last Medinan), Makkī (Meccan), Baṣrī (Basran), Dimashqī (Damascene), Kūfī (Kufan), and Ḥimṣī (Himsan). Variations in verse counting not only alter the total number of verses but also influence the printing of muṣḥafs (Qur’anic codices) based on different mutawātir qirāʾāt (mass-transmitted variant readings) on particular matters. This study aims to identify the affiliation of each qirāʾah (mode of recitation) and riwāyah (transmission) with the respective fawāṣil schools and to analyse their impact on Qur’anic recitation, especially concerning the issue of taqlīl (abbreviation or reduction) at the ruʾūs al-āyi (ends of verses) in eleven surahs. The research focuses on the qirāʾah of Nāfiʿ (transmitted by Warsh) and Abū ʿAmr, which manifest recitational differences stemming from their distinct fawāṣil affiliations. Employing a qualitative methodology, the study undertakes textual analysis of primary sources in the disciplines of qirāʾāt, fawāṣil, and printed muṣḥafs from various riwāyāt. The findings reveal that divergences among fawāṣil schools directly influence the recitational patterns of certain qirāʾāt. Accordingly, it is recommended that muṣḥafs based on the Ḥafṣ riwāyah from ʿĀṣim which already indicate qirāʾāt differences in the margins, should also annotate the ruʾūs al-āyi that affect recitation in order to avert confusion in the teaching and memorisation of mutawātir qirāʾāt.</jats:p>msmushaf printingriwayat and qirāātru`ūs al-āyiqirāāt educationFawāṣiltext::journal::journal article108131211