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Ghaitsa: Islamic Education Journal
Published by Yayasan Darussalam Bengkulu
ISSN : -     EISSN : 27211592     DOI : https://doi.org/10.62159/ghaitsa.vXXX
Core Subject : Religion, Education,
Religion Education
Ghaitsa: Islamic Education Journal is a double-blind peer-reviewed journal on education and teacher training. Ghaitsa Journal is intended to provide academic forums for researchers who are interested in the discussion of current and future issues on education and teacher training, especially in the Muslim world. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of the published articles. The journal is open to authors around the world regardless of nationality.
Arjuna Subject : Umum - Umum
Articles 283 Documents
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From Legal Guidance to Spiritual Pedagogical Transformation: Exploring the Dimensions of Sufi Education in the Indonesian Ulema Council’s Fatwa on Interaction on Social Media M. Aba Yazid; Athoillah Islamy; Zulihi Zulihi; Eko Siswanto
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2767

Abstract

The phenomenon of conflict among Muslims as social media users presents ethical challenges that require both a legalistic and an educational approach. This study aims to explore the values of Sufi education in the Indonesian Ulema Council (MUI) fatwa on Guidelines for Interaction on Social Media. This qualitative study, conducted in the format of a normative-philosophical study of Islamic law, employs content analysis and a prescriptive approach. The primary data consists of MUI Fatwa No. 24 of 2017 on Interaction on Social Media. Meanwhile, secondary data was obtained from various relevant scholarly sources. The trilogy of Sufi educational values tazkiyat al-nafs, tahdzib al-akhlak, and tahqiq al-ihsan served as the foundation for this study’s perspective. The results of the study on the dimensions of Sufi educational values in the MUI fatwa regarding guidelines for muamalah on social media include, among others, the value of tahqiq al-ihsan in the guidelines, which promotes a humanistic and public-interest-oriented digital civilization. Next is the value of tahdzib al-akhlak in guidelines for strengthening communication ethics through the control of negative behavior on social media. Following that is the value of tazkiyat al-nafs in guidelines that emphasize verification and moderation in a pluralistic society. These findings confirm that socio-religious fatwas serve not only as legal norms but also as instruments of Sufi-based character education in fostering social media ethics.
Sufistic Habituation and the Formation of Teachers' ‎Spiritual Pedagogy Mulyadi Mulyadi; Sururin; Akhmad Sodik; Nurjaya
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2911

Abstract

This study investigates how teachers experience Sufistic habituation and how these experiences are transformed into spiritual pedagogy in everyday educational practice. The study addresses a persistent limitation in teacher-development discourse, in which professional quality is frequently framed through pedagogical competence, administrative performance, and measurable outcomes while the inner formation that sustains moral integrity, emotional self-regulation, compassion, and transcendent responsibility receives less empirical attention. A qualitative phenomenological design was employed at Pondok Pesantren Mihrobul Muhibbin, Jakarta, within the Qadiriyah wa Naqsyabandiyah Sufi community. Ten participants were purposively selected, comprising six teachers as primary informants and four supporting informants (two ustaz and two community administrators). Data were generated through 30–45-minute semi-structured in-depth interviews and interpreted through repeated transcript reading, identification of significant statements, clustering of meaning units, cross-participant comparison, and phenomenological synthesis. Five interconnected themes emerged: teaching as a trust (amanah), moral honesty, self-control and ethics of speech, pedagogical compassion, and transcendent accountability. Dhikr, khushushiyah, khalwat, manakib, pilgrimage, khidmah, adab toward the murshid, and self-examination were experienced not merely as rituals but as repeated formative practices that reoriented teachers’ intentions, emotions, language, relationships, and professional responsibility. The study contributes the concept of teachers’ spiritual pedagogy as an interpretive bridge between Sufi formation, prophetic education, and professional identity. Its practical implication is that Islamic teacher development should complement technical training with structured reflective-spiritual formation that strengthens ethical judgment, relational care, and responsible professional conduct.
Teacher Agency and Local Wisdom in Managing the Pancasila Student Profile Strengthening Project: A Phenomenological Study in an Indonesian Boarding School Abdul Hakim Siregar; Amiruddin Siahaan; Selamat Pasaribu
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2942

Abstract

This phenomenological study examines how teachers at SMA Negeri 2 Plus Sipirok organize the Pancasila Student Profile Strengthening Project (P5) across planning, implementation, evaluation, and strategic management. Twenty-three purposively selected participants—one principal, two vice-principals, and twenty teacher-facilitators—contributed data through semi-structured interviews, two months of participant observation, and analysis of 15 institutional document types. Data were analyzed iteratively through condensation, display, and conclusion drawing/verification, with source and method triangulation, prolonged engagement, member checking, peer debriefing, and an audit trail supporting trustworthiness. Findings show that P5 planning was participatory and needs-based, using student surveys and deliberation to connect national themes with Sipirok culture. Implementation combined authentic, student-centered projects with local products, traditions, and community partnerships; 87.3% of students were actively involved and 91.2% reported a deeper understanding of Pancasila values. Character reports showed gains in creativity (22.1%), global diversity (19.8%), mutual cooperation (18.4%), independence (15.7%), critical reasoning (12.3%), and faith and noble character (9.6%). Strategic analysis identified visionary leadership and the 69.6% proportion of Guru Penggerak among facilitators as strengths, while 70% of informants displayed a collective strategic blind spot regarding external continuity risks. The study develops the PELA-KELS model, which integrates participatory leadership, teacher agency, local wisdom, authentic assessment, amanah, and muhasabah. These findings imply that sustainable P5 governance requires equitable teacher capacity-building, institutionalized community partnerships, calibrated assessment, and explicit succession and policy-risk planning.

Page 29 of 29 | Total Record : 283

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