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All Journal Al-Manahij : Jurnal Kajian Hukum Islam Journal of Education and Religious Studies GAJIE; Global Journal of Islamic Education
Miftahuddin
Universitas Islam Negeri Salatiga
Religion Humanities Chemistry Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Al-Ghazali’s Ethical Paradigm and It’s Relevance in Aqidah-Akhlak Instruction at Islamic Boarding School Based Madrasah Aliyah Tarbiyatut Tholabah Ratih Kusuma Ningtias; Miftahuddin; Ciska Fitria Adie
Global Journal of Islamic Education Vol. 1 No. 2 (2025): Global Journal of Islamic Education (GAJIE)
Publisher : Magister Programme Of Islamic Education Departement at Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i2.3599

Abstract

In the context of contemporary education, many madrasahs attempted to integrate character education into their curriculum. The implementation of Al-Ghazali's thought into the Aqidah Akhlak curriculum at Madrasah Aliyah was expected to contribute positively to character education in Indonesia. This study did not only aim to examine the theory but also provided practical recommendations for educators and policymakers in designing a more effective curriculum. As stated by Raqib, in-depth research on the integration of Islamic values in education opened opportunities to improve the quality of education in a Muslim-majority country. This research used a literature review method by examining relevant sources related to curriculum concepts, character education, and Al-Ghazali's thought. In addition, document analysis of the operational curriculum of Madrasah Aliyah Tarbiyatut Tholabah was also conducted. The literature analysis became an effective method for collecting comprehensive information and providing a broader context to the issues studied. The results of the study showed that Al-Ghazali's perspective on curriculum had a significant impact on the development of the Aqidah Akhlak curriculum at Madrasah Aliyah Tarbiyatut Tholabah. Al-Ghazali's concept of ethics was not only relevant in shaping students' character but also in creating a more conducive learning environment. These findings indicated that the integration of moral values in education could improve the overall quality of education and prepare a generation that was not only intelligent but also possessed strong integrity.
Beyond the Radicalism Narrative: Reconstructing Islamic Political Moderation through Shafi'i Jurisprudence in Indonesia Muhammad Abu Dzar; Laras Shesa; Miftahuddin; Mochamad Syaefudin; Nur Solikin
Al-Manahij: Jurnal Kajian Hukum Islam Vol. 20 No. 2 (2026)
Publisher : Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/mnh.v20i2.16354

Abstract

The association of Islamic politics with radicalism has become a dominant narrative in contemporary discussions on religion and politics in Indonesia. Existing studies have largely focused on radical movements, religious extremism, and political Islam. At the same time, insufficient attention has been given to the intellectual traditions that have historically shaped moderate Islamic political engagement. This study examines how Shafi'i jurisprudence provides a normative and adaptive framework for political moderation and explores its relevance in challenging radicalism-centered interpretations of Islamic politics. Using qualitative library research, the study analyzes classical Shafi'i political texts, particularly the works of al-Mawardi, al-Juwaynī, and al-Ghazālī, alongside the historical experiences of Hasyim Asy'ari, Mohammad Natsir, and Nahdlatul Ulama in negotiating the relationship between Islam, politics, and the nation-state. The findings reveal that political moderation in the Shafi'i tradition is constructed through five interconnected principles: public welfare (maṣlaḥah), consultation (shūrā), preservation of social order (ḥifẓ al-niẓām), legal realism, and public accountability. These principles enable a flexible and context-sensitive approach to governance, allowing Indonesian Muslim scholars to selectively adapt classical doctrines while rejecting elements incompatible with democratic pluralism. The study argues that the Indonesian experience demonstrates an adaptive model of Shafi'i political thought that reconciles Islamic normative commitments with constitutionalism, democracy, and national unity. This article contributes to the literature by proposing Adaptive Shafi'i Political Theory, a theoretical framework introduced in this study, to explain how classical Shafi'i political principles are selectively adapted to support constitutionalism, democracy, and national unity beyond the dominant radicalism narrative.
The Transition to Outcome-Based Education (OBE): A Phenomenological Study of Islamic Religious Education Lecturers Purnomo; Budiyono Saputro; Miftahuddin
Journal of Education and Religious Studies Vol. 6 No. 01 (2026): Education, Religious, and Tradition
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.v6n1t2605

Abstract

This study aims to explore in depth the understanding, challenges, and support experienced by Islamic Religious Education (IRE) lecturers during the transition to the Outcome-Based Education (OBE) curriculum, which often faces skepticism and technical challenges. This study employs a qualitative approach with a phenomenological design to explore the meaning of the lived experiences of four lecturers from the IRE study program. Data were collected through in-depth interviews and analyzed using a framework analysis based on Kurt Lewin's Three Phases of Change Model (Unfreeze, Change, Refreeze), and enriched with Hochschild's Emotional Labor Theory. The research findings indicate that the OBE transition experienced a systemic failure in the Refreeze Phase. The Unfreeze Phase successfully created cognitive dissonance about the need for change, but immediately triggered negative emotional labor such as "anxiety," "confusion," and "burden." The Change Phase was hindered by dominant restraining forces, particularly the difficulty of designing assessments (considered "the most difficult"), increased workload, and a lack of systemic training support. Consequently, the Refreeze Phase failed; OBE is "not yet established" and is perceived as merely a "momentary trend" of administrative compliance ("discharging obligations"), not as an internalized pedagogical change.
Co-Authors Budiyono Saputro Ciska Fitria Adie Mochamad Syaefudin Muhammad Abu Dzar Nur Solikin Purnomo Ratih Kusuma Ningtias Shesa, Laras