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All Journal Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan ALFIHRIS: Jurnal Inspirasi Pendidikan
Ahmad Chaerul Fauzi
Universitas Muhammadiyah Luwuk Banggai
Education

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A Comparative Analysis of Al-Ghazali's and John Dewey's Thought for Developing Character-Based Inclusive Curricula Vriti S. Asilai; Tri Rosyanti Nurhasanah; Lisa Sadjama; Ahmad Chaerul Fauzi; Chairunnisa Djayadin
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Vol. 8 No. 2 (2026): Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ay.vi.2343

Abstract

Global discourse on inclusive education has shifted from mere fulfilment of physical access toward epistemic and pedagogical justice in the classroom, yet the integration of children with special needs into religious curricula such as Islamic Education in Indonesia remains constrained by a cognitive-textual orientation that neglects spiritual actualization. This study aims to construct a character-based inclusive curriculum framework by comparatively examining the educational thought of Abu Hamid Al-Ghazali and John Dewey, particularly their conceptions of the nature of the child, teaching method, and curriculum implementation. Employing a qualitative library research method, primary and secondary texts on Al-Ghazali’s notion of fitrah and Dewey’s philosophy of inclusion and experiential learning were reduced, categorized, and synthesized through comparative content analysis. The findings reveal that both thinkers converge in rejecting the reduction of the child to a passive object, positioning the learner instead as an active subject endowed with either innate spiritual potential or adaptive experiential capacity. Their methodological orientations, riyadhah al-nafs and experiential learning, are found to reinforce rather than contradict one another, offering a pedagogical bridge between spiritual internalization and the social construction of knowledge. These findings further inform a three-stage strategy for implementing an inclusive, character-based curriculum that accommodates the rights of children with special needs without sacrificing cognitive or spiritual balance. This synthesis offers a fresh conceptual contribution for curriculum developers seeking a humanistic yet transformative model of religious inclusion.
The Role of School Religious Culture in Shaping Islamic Character in Generation Alpha in the Digital Era Lisa Sadjama; Marwah M. Nurung; Sugianto Marhil; Ahmad Chaerul Fauzi
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 4 (2026): Oktober: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/dnt2vj75

Abstract

The rapid development of digital technology has changed the ways children interact, learn, and encounter values. These changes raise questions for Islamic education about how values cultivated at school can remain relevant in students’ digital lives. This article conceptually examines the role of school religious culture in shaping the Islamic character of Generation Alpha and identifies factors that may support or hinder its implementation. The study employs qualitative library research by reviewing relevant literature located through Google Scholar and synthesizing it thematically. The literature discussed in this article suggests that school religious culture may contribute to character formation when religious habituation is consistent and connected with digital literacy. The discussion also indicates that the implications of school religious culture for students’ digital behavior require more explicit attention in educational practice and further empirical study. This article’s contribution is a conceptual discussion linking school religious culture with social-media ethics, digital honesty, and responsible online conduct. It proposes that religious values should be cultivated not only through school routines but also through guided reflection on everyday digital experiences.
Co-Authors Chairunnisa Djayadin Lisa Sadjama Lisa Sadjama Marwah M. Nurung Sugianto Marhil Tri Rosyanti Nurhasanah Vriti S. Asilai