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All Journal Jurnal Pendidikan Agama Islam Al-Thariqah At-tahsin: Jurnal Manajemen Pendidikan JPNM : Jurnal Pustaka Nusantara Multidisiplin International Journal of Islamic Education (IJIE)
Abu Bakar , M. Yunus
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pendidikan Al-Ghazali Dan Implementasinya Dalam Pendidikan di Indonesia Ummah, Anjani Rohmatul; Khuriyyah, Nurul; Salsabila, Nur Aliyah; Abu Bakar , M. Yunus
JPNM Jurnal Pustaka Nusantara Multidisiplin Vol. 3 No. 1 (2025): February : Jurnal Pustaka Nusantara Multidisiplin
Publisher : SM Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59945/jpnm.v3i1.214

Abstract

Al-Ghazali's view on the purpose and method of Islamic education. According to Al-Ghazali, Islamic education aims to form a complete person who strives to achieve perfection in this world and the hereafter. Humans are considered to achieve perfection if they seek knowledge and practice the virtues (fadhilah) obtained from knowledge. The main goal of education in Islam is taqarrub (self-approach) to Allah, where the most perfect human being is the one who always gets closer to the Creator. Al-Ghazali differentiated educational methods into two categories: first, special methods of religious education, which focus on the formation of aqidah and morality of learners; and second, special methods of moral education, where teachers must be sensitive to individual differences and use approaches that suit the needs of each student. Education according to Al-Ghazali has a strong religious and moral orientation, without neglecting worldly needs. This article highlights the relevance of Al-Ghazali's views in the context of modern education, especially in emphasizing the balance between intellectual, spiritual, and moral aspects. Keywords : Al-Ghazali; Islamic education; taqarrub; morals; educational methods.
SISTEM PENILAIAN PEMBELAJARAN TRANSFORMATIF BERPARADIGMA HOLISTIK DALAM KURIKULUM MERDEKA Nida Zakiyah, Nida; Abu Bakar , M. Yunus
at-Tahsin Vol 5 No 1 (2025): Manajemen Pendidikan
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/attahsin.v5i1.308

Abstract

Artikel ini membahas sistem penilaian transformatif dalam pembelajaran Bahasa Arab berparadigma holistik seiring dengan implementasi Kurikulum Merdeka di Indonesia. sistem penilaian pembelajaran berparadigma holistik dalam Kurikulum Merdeka merupakan inovasi penting untuk mendukung penilaian yang menyeluruh terhadap kompetensi peserta didik. Latar belakang masalah ini didasari oleh ketidakcukupan sistem penilaian konvensional yang lebih terfokus pada aspek kognitif saja, sehingga belum mampu menggambarkan perkembangan holistik siswa. Dan penilaian tidak lagi dipandang sebagai alat ukur akhir, melainkan sebagai bagian integral dari proses pembelajaran yang berorientasi pada perkembangan kompetensi peserta didik. Kajian ini memfokuskan pada tiga jenis penilaian utama, yaitu penilaian diagnostik, formatif, dan sumatif. Serta penguatan penilaian autentik dan berdiferensiasi. Penilaian diagnostik dilakukan sebelum pembelajaran untuk mengidentifikasi kesiapan dan kebutuhan belajar siswa, sementara penilaian formatif digunakan selama proses pembelajaran guna memberikan umpan balik yang konstruktif dan mendorong perbaikan berkelanjutan. Penilaian sumatif dilaksanakan pada akhir satuan pembelajaran untuk mengukur pencapaian kompetensi. Penilaian autentik menekankan pada tugas tugas kontekstual yang mencerminkan dunia nyata, dan penilaian berdiferensiasi dirancang untuk mengakomodasi perbedaan gaya belajar, minat, serta kesiapan siswa. Transformasi ini mencerminkan pendekatan penilaian yang adaptif, holistik, dan berpihak pada murid, sesuai dengan semangat Kurikulum Merdeka dan Profil Pelajar Pancasila.
Sahnun’s Religious-Conservative Educational Thought and Its Relevance to Contemporary Pesantren Education: A Systematic Literature Review Kusno, Moh.; Vangga, Trio; Abu Bakar , M. Yunus; Mas'ud, Ali
IJIE International Journal of Islamic Education Vol. 4 No. 2 (2025): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v4i2.2563

Abstract

Sahnun’s religious-conservative thought, as articulated by a prominent ninth-century Maliki jurist, made a significant contribution to preserving Islamic orthodoxy through his monumental work al-Mudawwanah al-Kubrā. This intellectual orientation emphasizes strong adherence to authoritative religious texts, the authority of the ulama, and the strict implementation of Islamic legal practices. Meanwhile, pesantren in Indonesia are widely recognized as traditional Islamic educational institutions that prioritize discipline, obedience to scholarly authority, and the embedding religious character. The intersection between Sahnun’s conservatism and the pesantren tradition therefore warrants closer scholarly examination. The central research question of this study concerns how Sahnun’s religious-conservative thought is understood and the extent to which it is relevant to the pesantren educational system. This study employs a Systematic Literature Review (SLR) approach following the PRISMA guidelines. Data were drawn from 21 Scopus-indexed journal articles published between 2015 and 2025. The selection process involved identification, screening, eligibility assessment, and the synthesis of relevant findings. The results indicate that key elements of Sahnun’s religious conservatism, such as textual authority, fiqh discipline, and a firm commitment to preserving tradition, exhibit strong resonance with contemporary pesantren education. This study affirms that Sahnun’s conservatism not only played a crucial role in the historical development of Islamic law but also provides a normative and epistemological foundation for the continuity of pesantren as Islamic educational institutions in the contemporary era.
Self-acceptance and sexual disorientation in adolescents: integrating Ibn Miskawaih’s al-dini al-‘aqlani and humanistic Islamic educational psychology Amalia, Alfita Choirun; Ni’mah, Musbirotun; Wijayanti, Catur Lestari; Ahbab, A. Nasih; Abu Bakar , M. Yunus
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah (On Progress)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).26188

Abstract

This study aims the relevance of Ibn Miskawaih's concept of al-dīnī al-'aqlānī in understanding self-acceptance among Muslim adolescents experiencing sexual disorientation. Using a phenomenological qualitative approach, data were collected through in-depth interviews and analyzed through reduction, categorization, and meaning interpretation within the tazkiyatun nafs framework. The findings reveal that sexual disorientation generates profound tension between self-acceptance needs and religious guilt, yet religiosity can serve as a constructive spiritual resource when freed from social judgment. The novelty of this study lies in its transdisciplinary integration of Ibn Miskawaih's tazkiyatun nafs with humanistic self-acceptance theory a synthesis previously untheorized in Muslim adolescent identity counseling, proposing that spiritual happiness (sa'ādah) is inseparable from the balance between rationality, morality, and mental health. This integration reframes religion not as a source of moral pressure, but as a private reflective space supporting emotional regulation. These findings recommend a spiritual-humanistic mentoring model for Islamic education and counseling settings, with implications for developing empathetic, non-discriminatory character education strategies for adolescents with diverse identity backgrounds.
Co-Authors Ahbab, A. Nasih Amalia, Alfita Choirun Khuriyyah, Nurul Kusno, Moh. Mas'ud, Ali Nida Zakiyah, Nida Ni’mah, Musbirotun Salsabila, Nur Aliyah Ummah, Anjani Rohmatul Vangga, Trio Wijayanti, Catur Lestari