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All Journal Jurnal Studi Islam Reflektika Rabbani: Jurnal Pendidikan Agama Islam Maharot : Journal of Islamic Education Afkaruna: International Journal of Islamic Studies (AIJIS) Maharot : Journal of Islamic Education Moral : Jurnal Kajian Pendidikan Islam Cognitive Reflektika
Emna Laisa, Emna
Institut Agama Islam Negeri Madura
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Analysis of Humanistic Learning Theory in Al-Ghazali's Thought: A Study of the Book Ayyuhal Walad Qoffal, Sholahuddin; Laisa, Emna
Afkaruna: International Journal of Islamic Studies (AIJIS) Vol. 3 No. 1 (2025): September
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/aijis.v3i1.3002

Abstract

This research seeks to examine the alignment of humanistic learning theory within the philosophical perspective of Imam Al-Ghazali, particularly as reflected in his work Ayyuhal Walad. It explores how the Sufi educational values conveyed by Al-Ghazali correspond with the core principles of humanistic learning—such as the cultivation of personal potential, spiritual consciousness, and the positioning of learners as active participants in their educational journey. Employing a qualitative approach, this study utilizes library research and content analysis methods to interpret the messages in Ayyuhal Walad, supplemented by theoretical insights from key humanistic scholars like Abraham Maslow and Carl Rogers. The findings indicate a significant congruence between Al-Ghazali’s educational outlook and the framework of humanistic learning, especially regarding the emphasis on individual experience, value internalization, and the nurturing of moral awareness. Al-Ghazali views education not merely as a vehicle for acquiring academic success, but as a transformative process that fosters ethical and spiritual development.Thus, this study underscores the potential of Al-Ghazali’s educational thought to serve as a foundational model for constructing a humanistic approach to Islamic education—one that deeply engages with the full spectrum of human experience and personal growth
URGENSI ASBABUL WURUD DALAM HADITS (Upaya Reinterpretasi Hadits Misoginis Berdasarkan Pendekatan Historis, Sosiologis dan Antropologis) Laisa, Emna; Qibtiyah, Luthfatul
Reflektika Vol 16, No 1 (2021)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v16i1.530

Abstract

Hadits merupakan salah satu sumber ajaran Islam. Secara struktural ia menduduki posisi kedua setelah al-Qur’an, sedangkan secara fungsional ia merupakan bayan (penjelas) terhadap al-Qur’an. Tak dapat dipungkiri bahwa ketepatan pemaknaan dan pemahaman hadits adalah sesuatu yang vital. Namun demikian, untuk menggali kandungan makna dari suatu hadits tidak semudah membalikkan telapak tangan. Adakalanya hadits hanya dimaknai secara tekstual tanpa memperhatikan aspek historisitas dan keadaan sosio-kultural masyarakat kala hadits diturunkan. Akibatnya terjadi konflik dalam masyarakat semisal ketimpangan dalam tataran relasi laki-laki dan perempuan akibat pemahaman hadits yang parsial hingga dinilai misoginis dan mendiskriminasikan posisi perempuan. Oleh karena itu dibutuhkan pemahaman terhadap  asbabul wurud dan melakukan reinterpretasi hadits berdasarkan pendekatan historis, sosiologis dan antropologis.
Efektivitas Model Pembelajaran Kooperatif dalam Meningkatkan Retensi Belajar Siswa di SD Negeri Pandan Pamekasan Sofia Ningsih; Balqis Raisa Labibah; Emna Laisa; Cyntia Ela Maghfira; Rofiq Hidayatullah
Moral : Jurnal kajian Pendidikan Islam Vol. 3 No. 2 (2026): Juni: Moral : Jurnal kajian Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/moral.v3i2.2155

Abstract

The decline in students' conceptual memory demands pedagogical innovations that go beyond conventional memorization, making cooperative learning a potential strategy to strengthen learning retention. This article aims to analyze the effectiveness of the cooperative learning model in improving students' learning retention at SD Negeri Pandan and to identify the underlying cognitive-social mechanisms. The study uses a descriptive qualitative approach with participatory observation, semi-structured interviews, and documentation studies, which are analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the effectiveness of cooperation depends on the consistent implementation of positive interdependence, individual accountability, and group processing. The mechanism of elaboration among peers, negotiation of meaning, and spontaneous social scaffolding acts as a reinforcer of long-term memory traces, resulting in better learning retention tendencies compared to conventional learning. These results contribute to the enrichment of social constructivist theory by mapping contextual variables that moderate the relationship between cooperative structures and memory consolidation in elementary schools, while also implying the need for a transformation of the teacher's role into a collaborative facilitator and evidence-based pedagogical mentor.
Co-Authors Balqis Raisa Labibah Cyntia Ela Maghfira Indah Husnul Khotimah Indah Husnul Khotimah Khotimah, Indah Husnul Luthfatul Qibtiyah Qoffal, Sholahuddin Rofiq Hidayatullah Sofia Ningsih