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Al GhazÄliâ€™s Thoughts on Islamic Education Curriculum Barni, Mahyuddin; Mahdany, Diny
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 2, December 2017
Publisher : IAIN Samarinda

Al Ghazali lived in the Islamic golden age when all the fields of education flourished. There have been many studies of al-Ghazali's thoughts, yet, further and deeper examination from various perspective is needed to get objective and actual thoughts of Al-Ghazali. In al Ghazaliâ€™s time, there was no term of curriculum, however, the concept emerged as an accumulation of previous thoughts about the curriculum. The objective of this research is to study about al Ghazali's thoughts on the curriculum of Islamic education based on the series of curricula before al-Ghazali which eventually distinguish this study from others. This library research relies on written materials from the works of al Ghazali and others related to this topic. Â The data were collected using documentary technique and analyzed using content analysis method. In conclusion, Al-Ghazaliâ€™s curriculum is similar to the concept of holistic education which is characterized by intellectual, emotional, physical, and spiritual developments. The curriculum also covers the dimension of development and it is beneficial for individual and society to make people closer to Allah SWT.

Al Ghazāli’s Thoughts on Islamic Education Curriculum Barni, Mahyuddin; Mahdany, Diny
Dinamika Ilmu Vol 17 No 2 (2017): Dinamika Ilmu, 17(2), December 2017
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Al Ghazali lived in the Islamic golden age when all the fields of education flourished. There have been many studies of al-Ghazali's thoughts, yet, further and deeper examination from various perspective is needed to get objective and actual thoughts of Al-Ghazali. In al Ghazali’s time, there was no term of curriculum, however, the concept emerged as an accumulation of previous thoughts about the curriculum. The objective of this research is to study about al Ghazali's thoughts on the curriculum of Islamic education based on the series of curricula before al-Ghazali which eventually distinguish this study from others. This library research relies on written materials from the works of al Ghazali and others related to this topic. The data were collected using documentary technique and analyzed using content analysis method. In conclusion, Al-Ghazali’s curriculum is similar to the concept of holistic education which is characterized by intellectual, emotional, physical, and spiritual developments. The curriculum also covers the dimension of development and it is beneficial for individual and society to make people closer to Allah SWT.

Contemporary Islamic Education Perspectives of Ibn Sina and Zakiah Darajat: Pendidikan Islam Kontemporer Perspektif Ibnu Sina dan Zakiah Darajat Mahdany, Diny
Hidmah : Jurnal Penelitian dan Pengabdian Masyarakat Vol. 2 No. 1 (2024): Desember
Publisher : PUSAT PUBLIKASI ILMIAH SEKOLAH TINGGI AGAMA ISLAM (STAI) AL-YASINI PASURUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55102/hidmah.v1i4.5795

Islam views education as a means of balancing the physical and spiritual needs of its people. Therefore, Islamic education is an effort to create and shape a better and more meaningful human being in the life of the world and prepare him for life in the hereafter. Although Islamic education as a discipline is recognized as a subject of research and arouses interest among students who want to study it more seriously, this discipline has experienced a rapid decline compared to many other fields of Islamic studies. This type of research is library research, the primary source of material in this study is a paper by Ibn Sina and Zakiah Darajat related to contemporary Islamic education, and the analysis in this study uses deductive descriptive analysis techniques. The results of this study include: a) the main concept used by Ibn Sina is reason, this is because it is influenced by the science of philosophy; b) the main concept used by Zakiah Darajat is mental health which is influenced by psychology; c) the purpose of Islamic education according to Ibn Sina and Zakiah Darajat is a society that has readiness to live in the world and the hereafter by having a balance of knowledge that is flexible, innovative, and creative.

The Influence of Al-Ghazzali's Rationality in Islamic Education Mahdany, Diny; Rifani, Wahyudi; Hidayat, Taufik; Noor, Muhammad; DP, Usman
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11220

This research is motivated by the need to understand the contribution of Al-Ghazzali's thought in Islamic education, particularly regarding the concept of rationality that integrates reason and revelation. Al-Ghazzali's rationality is considered crucial in addressing the challenges of the modernization of Islamic education, which demands a balance between spiritual and intellectual values. The objective of this study is to examine the influence of Al-Ghazzali's rationality on curriculum development, learning methods, and character formation in Islamic education. The method employed is qualitative research with a library research approach, focusing on content analysis of various relevant primary and secondary sources. Data were collected through documentation techniques and literature studies from books, journals, and scientific articles related to Al-Ghazzali's thought and Islamic education. Data analysis was conducted inductively by grouping main themes that illustrate the relationship between Al-Ghazzali's rationality and Islamic educational practices. The findings indicate that Al-Ghazzali's rationality plays a central role in building the foundation of holistic Islamic education, harmonizing reason and revelation. His thought encourages the use of reflective learning methods and an integrative curriculum that combines religious sciences with general knowledge, while also emphasizing character formation based on Islamic values. In conclusion, the application of Al-Ghazzali's rationality enriches modern Islamic education by balancing the intellectual and spiritual aspects of students. Recommendations for further research include conducting empirical studies to test the direct implementation of Al-Ghazzali's thought in contemporary educational contexts and comprehensively evaluating its impact on the quality of education and student character.

The Influence of Al-Ghazzali's Rationality in Islamic Education Mahdany, Diny; Rifani, Wahyudi; Hidayat, Taufik; Noor, Muhammad; DP, Usman
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11220

This research is motivated by the need to understand the contribution of Al-Ghazzali's thought in Islamic education, particularly regarding the concept of rationality that integrates reason and revelation. Al-Ghazzali's rationality is considered crucial in addressing the challenges of the modernization of Islamic education, which demands a balance between spiritual and intellectual values. The objective of this study is to examine the influence of Al-Ghazzali's rationality on curriculum development, learning methods, and character formation in Islamic education. The method employed is qualitative research with a library research approach, focusing on content analysis of various relevant primary and secondary sources. Data were collected through documentation techniques and literature studies from books, journals, and scientific articles related to Al-Ghazzali's thought and Islamic education. Data analysis was conducted inductively by grouping main themes that illustrate the relationship between Al-Ghazzali's rationality and Islamic educational practices. The findings indicate that Al-Ghazzali's rationality plays a central role in building the foundation of holistic Islamic education, harmonizing reason and revelation. His thought encourages the use of reflective learning methods and an integrative curriculum that combines religious sciences with general knowledge, while also emphasizing character formation based on Islamic values. In conclusion, the application of Al-Ghazzali's rationality enriches modern Islamic education by balancing the intellectual and spiritual aspects of students. Recommendations for further research include conducting empirical studies to test the direct implementation of Al-Ghazzali's thought in contemporary educational contexts and comprehensively evaluating its impact on the quality of education and student character.

The Influence of Al-Ghazali's Sufistic Thought on Pesantren Education Practices in Indonesia Mahdany, Diny; Mahmud; Muhammad Toriqularif; Hamsinah; Zuhriah
At-Taqaddum Vol. 17 No. 1 (2025): At-Taqadum
Publisher : Quality Assurance Institute (LPM) State Islamic University Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/at.v17i1.28575

Pesantren education in Indonesia faces challenges in integrating the development of spiritual, moral, and academic competence of santri in a balanced manner. Al-Ghazzali's Sufistic thought is considered relevant to strengthen pesantren education practices because it emphasises purification of the soul (tazkiyatun nafs), moral development (tarbiyatul akhlaq), and systematic dhikr practices. This study aims to analyse the influence of al-Ghazzali's Sufistic principles on pesantren education practices in Indonesia. The research used a qualitative approach with a descriptive-analytic type to obtain an in-depth understanding of the implementation of Sufistic values in the context of pesantren education. Data were collected through in-depth interviews with kyai, ustaz, and santri; participatory observation of learning and worship activities; and documentation of curriculum and teaching records. Data analysis was conducted through reduction, presentation, and triangulation to ensure the validity and consistency of the findings. The results show that the application of the tazkiyatun nafs principle encourages santri to conduct self-reflection, routine dhikr, and spiritual evaluation so as to increase self-awareness, discipline, and emotional control. The principle of tarbiyatul akhlaq through moral mentoring and social activities strengthens the character, empathy, and social responsibility of santri. The integration of al-Ghazzali's Sufistic values in the curriculum and daily activities creates a balance between intellectual and spiritual aspects, forming students who are spiritually mature, noble, and able to interact harmoniously in society. In conclusion, al-Ghazzali's Sufistic thought plays a significant role in improving the quality of pesantren education holistically. Future research is recommended to compare pesantren that apply Sufistic principles with those that do not, as well as examining the application of Sufistic.

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