Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Eva Nurfadilla Eva
UIN Sunan Gunung Djati Bandung
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
KEPRIBADIAN GURU IDEAL MENURUT PERSPEKTIF AL-GHAZALI DAN RELEVANSINYA DALAM PENDIDIKAN ISLAM KONTEMPORER nurul akmalunnisa nurul; irfan fauzan nursyabani irfan; Eva Nurfadilla Eva; Mursidin Mursidin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12961

Abstract

Contemporary Islamic education faces a crisis in teacher personality characterized by moral degradation, weak role models, and a materialistic orientation in carrying out the teaching profession. This study aims to analyze the concept of the ideal teacher personality according to Imam Al-Ghazali and its relevance to the challenges of 21st-century Islamic education. Using a qualitative approach with a library research type, the primary data sources of this study are the books Ihya' Ulumuddin, Ayyuha al-Walad, and Bidayat al-Hidayah, while secondary sources are articles from the period 2015-2025. The data analysis technique uses content analysis with a descriptive-interpretive approach. The results of the study indicate that Al-Ghazali's concept of the ideal teacher personality includes three main dimensions: first, the spiritual dimension internalized in the traits of asceticism, sincerity, and piety; second, the moral dimension manifested in exemplary behavior, humility, and compassion; third, the intellectual dimension reflected in mastery of knowledge, scientific honesty, and the harmony between knowledge and deeds. This study found that Al-Ghazali's concept has significant relevance to the four teacher competencies required in contemporary education, but requires contextualization in the aspects of digital literacy, reflective pedagogy, and ongoing professionalism.
Co-Authors irfan fauzan nursyabani irfan Mursidin mursidin nurul akmalunnisa nurul