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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Al-hikmah : International Journal of Islamic Studies
Abdul Haris
Institut Ahmad Dahlan Probolinggo
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Concept Of Moral Character Formation According To Al-Ghazali And Its Implementation In Modern Education Hanafi; Munawir; Abdul Haris; Benny Prasetiya
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 1 (2026): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/2657dp55

Abstract

This study analyzes Al-Ghazali's concept of moral formation and reconstructs its relevance for contemporary education. The background is the growing moral crisis in modern society, characterized by character degradation, value disorientation, weak self-control, and the dominance of materialistic and pragmatic orientations in educational practices. This study employs a qualitative approach with a library research design. Primary sources consist of Al-Ghazali's principal works Ihya' 'Ulum al-Din, Ayyuha al-Walad, and Mizan al-'Amal supplemented by scholarly books, journal articles, and studies on moral and Islamic education. Data were analyzed through content analysis and philosophical-hermeneutical interpretation. The findings reveal that moral formation, according to Al-Ghazali, is not merely external behavioral regulation but an internalized disposition embedded within the soul, from which virtuous actions emerge naturally and consistently. Moral education must therefore be cultivated through tazkiyat al-nafs, mujahadah, riyadhah, habituation of virtuous conduct, exemplary role modeling, and the integration of knowledge and action. Al-Ghazali's thought offers a humanistic-spiritual educational paradigm integrating intellectual, moral, emotional, and spiritual dimensions. In the context of modern education, this paradigm is highly relevant for strengthening character education, religious school culture, ethical digital behavior, and holistic student development. The study concludes that Al-Ghazali's moral educational philosophy provides a transformative conceptual foundation for reconstructing contemporary Islamic education amid the moral and spiritual challenges of the digital era.
Pengaruh Pendidikan di Sekolah dan Pendidikan Orang Tua di Rumah Terhadap Perilaku Siswa Pada Siswa MA Al-Kholil NU Berau Hanafi; Munawir; Abdul Haris; Muhammad Alfi Syahrin
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 2 (2026): JULI (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/0kysb732

Abstract

This study aims to determine the influence of school education and parental education at home on students’ behavior at MA Al-Kholil NU Berau. The research employed a quantitative approach using a survey method. The sample consisted of 55 students selected through purposive sampling technique. Data were collected using Likert-scale questionnaires that had been tested for validity and reliability. Data analysis employed multiple linear regression analysis using SPSS version 25. The results revealed that school education significantly influenced students’ behavior with a t-value of 3.214 and significance level of 0.002 < 0.05. Parental education at home also significantly influenced students’ behavior with a t-value of 4.126 and significance level of 0.000 < 0.05. Simultaneously, school education and parental education significantly affected students’ behavior with an F-value of 28.451 and significance level of 0.000 < 0.05. The coefficient of determination (R²) was 0.523, indicating that 52.3% of students’ behavior was influenced by school education and parental education, while the remaining percentage was influenced by other factors outside this study. This study confirms the importance of synergy between school and family education in shaping positive student behavior.
Co-Authors Benny Prasetiya Hanafi Muhammad Alfi Syahrin Munawir