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All Journal AL-ADABIYAH: Jurnal Pendidikan Agama Islam An-Nahdloh: Journal of Education and Islamic Studies
Azmi Izuddin
Universitas Islam Negeri Sunan Ampel Surabaya
Religion Education Other

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Kontekstualisasi Metode Tarbiyatul Aulad Abdullah Nashih Ulwan bagi Anak Disabilitas dalam Perspektif Pola Asuh Baumrind Azmi Izuddin; Farahana Zahro Aini; Ali Mas’ud
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

This study examines the educational framework proposed by Abdullah Nashih Ulwan in Tarbiyatul Aulad fil Islam and its applicability to children with disabilities, analyzed through the lens of Diana Baumrind's parenting style theory. Employing a qualitative descriptive methodology with a library research design, this study draws on primary sources from the foundational works of both scholars. Data were analyzed through content analysis using comparative and syncretic techniques to identify convergence between classical Islamic educational values and contemporary developmental psychology. The findings reveal that Ulwan's five educational methods are: modeling (al-qudwah), habituation (al-'adah), admonition (al-mau'idzah), attentiveness (al-mulahazah), and disciplinary consequence (al-'uqubah). Exhibit a strong structural correspondence with Baumrind's authoritative parenting typology, which is characterized by the integration of high demandingness and high responsiveness. This synthesis yields a disability-inclusive model of Islamic Religious Education, wherein the independence and spiritual resilience of students with special needs are cultivated through a disciplinary framework that is simultaneously Sharia-grounded, democratic, and empathetic. The resulting paradigm, termed Authoritative-Religious, provides a theoretical foundation demonstrating that classical Islamic educational values retain their relevance and efficacy in addressing the pedagogical challenges of contemporary inclusive education.   Keywords: Abdullah Nashih Ulwan, Diana Baumrind, Disability Education, Inclusive Islamic Education
Adab in Teacher–Student Relations: An Analysis of Al-Ghazali’s Educational Thought Azmi Izuddin; Ahmed Nurhidayatullah Muhammad; Abd. Rachman Assegaf
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i1.1263

Abstract

This study addresses the growing erosion of adab (ethical and moral conduct) in contemporary teacher–student relations by examining Al-Ghazali’s educational thought as a normative–philosophical framework. Employing a qualitative library research design with an analytical approach, the study draws primarily on Al-Ghazali’s Ihya’ Ulum al-Din, supported by relevant secondary literature from books and peer-reviewed journals. Data were analyzed using content analysis to reconstruct Al-Ghazali’s conceptualization of adab within educational relationships. The findings reveal that Al-Ghazali’s notion of adab is holistic and spiritually grounded, integrating ethical, pedagogical, and metaphysical dimensions. For students, adab entails reverence for the teacher, disciplined learning, and the practical embodiment of knowledge. For teachers, it is reflected in sincerity of intention, compassion, moral exemplarity, and pedagogical sensitivity to students’ intellectual capacities. This relationship is founded on a spiritual ethic in which the teacher functions as a murabbi, responsible for students’ moral and spiritual formation rather than the mere transmission of knowledge. The study argues that Al-Ghazali’s framework offers a substantive theoretical contribution to contemporary educational discourse by re-centering adab as a core principle for restoring the ethical and humanistic foundations of modern education.
Co-Authors Abd. Rachman Assegaf Ahmed Nurhidayatullah Muhammad Ali Mas’ud Farahana Zahro Aini