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All Journal Socius: Social Sciences Research Journal Al-Mau'izhoh: Jurnal Pendidikan Agama Islam
Muhammad Ghaffar Arafat Abdul Azmi
Universitas Islam Negeri Syarif Hidayatullah Jakarta
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Etika Pendidik dan Peserta Didik Menurut Perspektif Al-Ghazali dan John Locke: Studi Komparasi Pemikiran Islam dan Barat Muhammad Ghaffar Arafat Abdul Azmi; Akhmad Sodiq
Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Vol. 8 No. 1 (2026): Edisi Juni 2026 in Press
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/am.v8i1.16922

Abstract

This study examines the ethical foundations of teacher–student relations in the thought of Al-Ghazali and John Locke, with the objective of identifying their conceptual convergences, divergences, and relevance to contemporary educational ethics. Using a qualitative library-research design, the study analyzes primary works Ihya’ Ulumuddin and Some Thoughts Concerning Education supported by peer-reviewed literature. Data were collected through documentation and analyzed using content analysis, comparative evaluation, and critical interpretation. The findings demonstrate that Al-Ghazali grounds educational ethics in spiritual purification, moral exemplarity, and disciplined learning, whereas Locke frames ethics within rational autonomy, moral habituation, and exemplary conduct grounded in empiricism. Both scholars emphasize character formation, educator integrity, and humane pedagogical relations, yet differ in their metaphysical orientations Al-Ghazali being theocentric and Locke anthropocentric–rational. The study argues that an integrative ethical model synthesizing spiritual–moral discipline and rational–empirical autonomy offers theoretical and practical relevance for addressing contemporary issues such as diminished teacher authority, erosion of student respect, and ethical challenges in digital learning environments. This research includes over sixty references and no tables, figures, or appendices.
Disciplining Children in Hadith: A Normative Study and Its Relevance to Modern Education Muhammad Ghaffar Arafat Abdul Azmi; Romlah Abubakar Askar; Miftahuddin M
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 9 (2026): April 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19998058

Abstract

This research aims to explore the methodology of child discipline in Hadith through a normative study and analyze its relevance within the context of modern education. Employing a library research method with a descriptive-analytical qualitative approach, this study focuses on the thoughts of Muhammad Nur Abdul Hafidz Suwaid in the book Manhaj At-Tarbiyah An-Nabawiyah lil Tifl. The findings indicate that the Prophetic discipline model begins with a thorough diagnosis of the root causes of a child's mistake, categorized into intellectual, practical, and personal factors. The primary methodology prioritizes non-physical approaches through intellectual correction (at-tashih al-fikri) and practical guidance (at-tashih al-amali). Physical sanctions are positioned only as a last resort (ultimum remedium), strictly governed by ethical boundaries such as the prohibition of hitting before the age of ten, the prohibition of hitting the face, and the obligation to cease sanctions if the child seeks protection in the name of Allah. This study concludes that discipline in Islam is a manifestation of compassion (rahmah) aimed at fostering internal awareness rather than mere outward compliance. This model remains highly relevant to modern pedagogical principles as it emphasizes the protection of a child’s dignity and the prevention of violence in educational settings.
Co-Authors Akhmad Sodiq Miftahuddin M Romlah Abubakar Askar