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Musleh
Institut Ahmad Dahlan Probolinggo
Education Languange, Linguistic, Communication & Media Mathematics Other

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KONSEP PENDIDIKAN AKHLAK MENURUT AL-GHAZALI DAN IBN MISKAWAIH: SEBUAH KAJIAN PERBANDINGAN Musleh
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 11 No. 4 (2025): JULI (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/53c9pn96

Abstract

This article explores a comparative study of the concept of moral education as formulated by two prominent Islamic thinkers, Al-Ghazali (1058–1111) and Ibn Miskawaih (932–1030). Although originating from distinct intellectual traditions—Al-Ghazali with his strong theological-mystical orientation and Ibn Miskawaih with his philosophical-ethical approach—both figures made significant contributions to the development of moral education within the Islamic intellectual heritage. The objective of this study is to analyze the similarities and differences in their perspectives and to highlight their relevance to contemporary educational discourse. Methodologically, this research employs a qualitative approach through library-based studies, examining classical works such as Ihya’ Ulum al-Din by Al-Ghazali and Tahdhib al-Akhlaq by Ibn Miskawaih, alongside secondary sources that provide scholarly interpretations of their ideas. The findings reveal that both thinkers emphasize the cultivation of virtue and the purification of the soul as the primary goals of education, yet they differ in their epistemological foundations and pedagogical strategies. Al-Ghazali emphasizes spiritual refinement and the integration of religious devotion, whereas Ibn Miskawaih stresses rational balance and ethical habituation. Theoretically, this study contributes to the ongoing discourse on Islamic moral philosophy by bridging theological and philosophical perspectives. Practically, it offers insights for contemporary educators on integrating ethical and spiritual dimensions into curriculum design, particularly in addressing the challenges of moral decline in modern society. Thus, this comparative framework not only enriches Islamic educational thought but also provides universal lessons applicable across cultural and religious contexts.
Relevansi Pemikiran Filsafat Pendidikan Muhammad Natsir terhadap Krisis Moral dan Identitas Generasi Muslim Kontemporer. Abdul Wafi; Musleh; Fahim Abu Ramadhan; Septiadi; Febry Suprapto
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 1 (2025): OKTOBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/x3zzpp27

Abstract

The moral and identity crisis afflicting the contemporary Muslim generation is a global phenomenon that reflects a disconnection between modern education and Islamic spiritual values. In this context, Muhammad Natsir’s philosophy of education serves as an essential conceptual foundation for reaffirming the orientation of Islamic education rooted in tawhid (monotheism), ethics (akhlaq), and the integration of knowledge. This study aims to analyze the relevance of Natsir’s educational philosophy to the challenges of moral decadence and identity disorientation faced by Muslim youth in the era of globalization. The method used is library research with a content analysis approach, examining Natsir’s major works such as Capita Selecta and relevant secondary literature. The results indicate that Natsir views education as a process of forming the insan kamil—a complete human being who harmonizes intellectuality, spirituality, and morality. Education, for Natsir, is not merely the transmission of knowledge but a transformation of character based on divine values. His educational philosophy emphasizes that moral and identity crises arise from the disintegration between knowledge and faith. The theoretical contribution of this research lies in reconstructing an Islamic educational paradigm based on tawhid and akhlaq as ethical and epistemological solutions to modern disorientation. Practically, this study offers an integral educational model relevant to curriculum reform and the moral identity formation of the Muslim generation at the global level.
Integrasi Nilai Transendental dalam Pembelajaran Abad ke-21: Studi Komparatif Kualitatif antara Kurikulum Pesantren dan Kurikulum Cambridge Musleh; abdul wafi; Fahim Abu Ramadhan; Septiadi; Ahsan Hakim
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 1 (2025): OKTOBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/1rdhzx86

Abstract

This study aims to explore the integration of transcendental values within the context of 21st-century learning through a qualitative comparative study between the pesantren curriculum and the Cambridge Curriculum. The research is grounded in the need to reconstruct the global educational paradigm to emphasize not only cognitive competence and 21st-century skills but also spiritual and moral dimensions as the foundation for holistic human character development. The study employs a qualitative approach based on library research and content analysis of curriculum documents, Islamic educational literature, and Cambridge Curriculum policy references. The findings reveal that the pesantren curriculum positions transcendental values as the epistemological core of the entire learning process, whereas the Cambridge Curriculum emphasizes rationality, learner autonomy, and assessment based on global competency achievements. The intersection of the two lies in universal values such as honesty, responsibility, and collaboration, which have high relevance to 21st-century education. Theoretically, this research proposes an integrative model that combines spiritual-transcendental dimensions with modern competency-based pedagogical principles. Practically, it provides a conceptual framework for developing holistic curricula in Islamic educational institutions that are globally oriented yet rooted in divine values.
Co-Authors Abdul Wafi Ahsan Hakim Fahim Abu Ramadhan Febry Suprapto Septiadi