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All Journal Edukasi Islami: Jurnal Pendidikan Islam Reflektika Didaktik : Jurnal Ilmiah PGSD STKIP Subang Al-Fikru: Jurnal Ilmiah Edu Cendikia: Jurnal Ilmiah Kependidikan Education Achievement: Journal of Science and Research Al-Ihda' : Jurnal Pendidikan dan Pemikiran Wahana PENDALAS: Jurnal Penelitian Tindakan Kelas dan Pengabdian Masyarakat International Journal of Educational Research Excellence (IJERE) Mount Hope Management International Journal PESHUM Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan Edumaspul: Jurnal Pendidikan
Putri Syahri
Universitas Alwashliyah Medan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Reconstructing the Concept of Moral Education in Imam Al-Ghazali's Ihya' Ulum Al-Din: Its Implications for Strengthening Moral Education Syahrial Fadhly; Mesran Mesran; Putri Syahri
Al-Fikru: Jurnal Ilmiah Vol. 20 No. 2 (2026): Desember (2026)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v20i2.1109

Abstract

This study aims to reconstruct Imam Al-Ghazali's concept of moral education in Ihya' Ulum al-Din and examine its relevance to strengthening moral education at Madrasah Al Washliyah Medan Labuhan. A descriptive qualitative approach integrating library and field research was employed. Data were collected through textual analysis, semi-structured interviews, observations, and document analysis, and analyzed using qualitative content analysis and the interactive model of Miles, Huberman, and Saldaña. The findings indicate that Al-Ghazali's concept of moral education is founded upon tazkiyat al-nafs (purification of the soul), value habituation, teacher exemplarity, and a moral-based school culture as the core elements of character formation. However, the implementation of moral education in the madrasah remains predominantly cognitive, limiting the effective internalization of moral values. This study proposes a pedagogical model integrating spiritual purification, value habituation, teacher exemplarity, and a moral-based school culture. The model contributes theoretically to the development of Islamic education and offers practical recommendations for curriculum enhancement, instructional strategies, and character education to better address students' moral challenges in the digital era.
Development of an Islamic Character Education Model Based on Full-Day School in Madrasahs Rahmat Hidayat; Mesran Mesran; Putri Syahri
Al-Fikru: Jurnal Ilmiah Vol. 20 No. 1 (2026): Juni (2026)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v20i1.1117

Abstract

Islamic character education remains a challenge for Islamic educational institutions, particularly in consistently internalizing religious values in students’ daily lives. This study aims to analyze the implementation of Islamic character education, develop an Islamic character education model based on the Full Day School system, and examine its contribution to students’ character development. This study employed a qualitative approach with a descriptive design. Data were collected through observation, in-depth interviews, and documentation, and were analyzed through data reduction, data presentation, and conclusion drawing. Data credibility was strengthened through source and technique triangulation. The findings indicate that Islamic character education has been implemented through classroom learning, religious habituation, teacher role modeling, social interaction, extracurricular activities, and madrasah culture, but these practices have not yet been systematically integrated into a comprehensive model. The developed model emphasizes the integration of Islamic values throughout the educational process through habituation, role modeling, institutional culture, and continuous character evaluation. The study concludes that Full Day School can provide a conducive environment for strengthening Islamic character when managed systematically, contextually, and sustainably with consistent support from the entire madrasah community.
Educational Interaction Between Teachers and Students in Ta‘Līm Al-Muta‘Allim by Burhānuddīn Al-Zarnūjī Hafizan Hafizan; Mesran Mesran; Putri Syahri
Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan Vol 16, No 1 (2026): Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/taushiah.v16i1.14264

Abstract

This study examines the concept of educational interaction between teachers and students in the thought of Burhānuddīn al-Zarnūjī, particularly as articulated in his work Ta‘līm al-Muta‘allim Ṭarīq al-Ta‘allum. The study aims to analyze the theological foundations of adab, identify the hierarchical structure of adab values, and reconstruct their relevance to the development of contemporary Islamic education. This study employs a qualitative approach through philosophical-interpretive library research within a constructivist paradigm, applying Hans-Georg Gadamer’s philosophical hermeneutics. Data were collected through documentation, intensive reading (close reading), thematic classification, interpretation, and critical analysis of primary and secondary sources. The findings indicate that adab constitutes the fundamental foundation of al-Zarnūjī’s educational thought, integrating spiritual, intellectual, moral, and social dimensions within the learning process. The hierarchical structure of adab begins with adab toward Allah and subsequently develops into adab toward knowledge, teachers, fellow students, and oneself. These values form an integrative and transformative educational framework oriented toward the formation of the insān ādabī, namely an educated person who possesses moral integrity, spiritual awareness, social responsibility, discipline, and the ability to use knowledge correctly, wisely, and beneficially. These findings affirm that al-Zarnūjī’s educational thought remains relevant as a foundation for strengthening teacher–student educational relationships in contemporary Islamic education.
THE RELEVANCE OF MU'TAZILAH ISLAMIC THEOLOGICAL THOUGHT TO THE RATIONALITY OF GENERATION Z Eka Zuliana; Putri Syahri; Nikmah Royani Harahap; Fathul Jannah
PENDALAS: Jurnal Penelitian Tindakan Kelas dan Pengabdian Masyarakat Vol 6 No 3 (2026): PENDALAS
Publisher : Yayasan Pendidikan Islam dan Multikultural

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/pendalas.v6i3.895

Abstract

Rasionalitas dalam pemikiran Mu’tazilah tidak berarti menempatkan akal di atas wahyu secara mutlak, melainkan menekankan peran akal dalam memahami dan menginterpretasikan ajaran agama. Generasi Z memiliki karakteristik yang terbuka terhadap berbagai sumber informasi serta memiliki kecenderungan untuk mempertanyakan gagasan yang bertentangan dengan pengalaman atau pemahaman logis mereka. Penelitian ini bertujuan untuk mengkaji karakteristik rasionalitas Mu’tazilah dan potensi kontribusinya dalam membentuk pola pikir keislaman Generasi Z yang kritis, logis, dan berorientasi pada nilai. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode penelitian kepustakaan (library research). Penelitian ini menerapkan pendekatan normatif dan sosio-historis, dengan analisis data menggunakan metode analisis isi (content analysis). Hasil penelitian menunjukkan bahwa pemikiran teologi Mu’tazilah terdiri atas lima prinsip utama, yaitu At-Tauhid (Keesaan Allah), Al-’Adl (Keadilan Allah), Al-Wa’du wa al-Wa’id (Janji dan Ancaman), Al-Manzilah bainal-Manzilataini (Posisi di antara Dua Posisi), serta Al-Amru bi al-Ma’ruf wa al-Nahyu ‘an al-Munkar (Memerintahkan kepada Kebaikan dan Mencegah Kemungkaran). Relevansi pemikiran Mu’tazilah terhadap rasionalitas Generasi Z terletak pada penekanan terhadap penggunaan akal, argumentasi logis, pemikiran kritis, serta pemahaman ajaran agama secara kontekstual. Nilai-nilai tersebut dapat membantu Generasi Z dalam menghadapi berbagai tantangan keagamaan di era digital, seperti fanatisme, misinformasi, dan klaim kebenaran keagamaan yang tidak didukung argumentasi. Oleh karena itu, rasionalitas yang tetap berlandaskan nilai-nilai Islam dapat mendorong terbentuknya sikap keberagamaan yang kritis, moderat, bertanggung jawab, dan berorientasi pada pengembangan ilmu pengetahuan.
Co-Authors Abdillah Muhammad Zaini Abdillah Muhammad Zaini Agus Riswandi Andriyadi Marta Andriyadi Marta Anggi Melviyanti Anggi Melviyanti Dara Agustina Dara Agustina Delia Putri Utami Delia Putri Utami Devi Syukri Azhari Dewi Saragih Eka Zuliana Endro Agus Priyanto Fahruddin Azmi Fathul Jannah Fitri Yulia Fitri Yulia Hafizan Hafizan Harahap, Atika Hanan Julia Harahap, Nikmah Royani Iruwaida Juliana Sari Juliana Sari Juriani Harahap Juriani Harahap Khairati Fatma May Purnama Sari May Purnama Sari Mesran Mesran Muhammad Adriansyah Siregar Muhammad Adriansyah Siregar Muhammad Amin Muhammad Amin Muhammad Fahrezi Muhammad Haromaini Muhammad Nasri Sitorus Muhammad Syahlani AN Munawar Rahyudi Niswatul Azizah Nasution Niswatul Azizah Nasution Nur Hasanah NUR HASANAH Nurdiani Nurdiani Rahma Winanda Rahma Winanda Rahmat Hidayat Rahmat Hidayat Romat Efendi Sipahutar Rustam Lubis Satriyadi Satriyadi Siti Hayati Lubi Siti Rukhayah Syahrial Fadhly Syfa Nailul Husnah Syfa Nailul Husnah Tarigh Ayyub Lubis Tirta Hanjuuan Wilopo Umi Kalsum Umi Kalsum Umi Kalsum Wasiyem, Wasiyem Wuri Tamtama Abdi Yurmaini Yurmaini Yurmaini Yusuf Hadijaya