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AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam
Published by Sekolah Tinggi Agama Islam Al-Jami Banjarmasin
ISSN : -     EISSN : 28090322     DOI : -
Core Subject : Religion, Education,
Religion Education
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam adalah jurnal ilmiah yang diterbitkan oleh Sekolah Tinggi Agama Islam (STAI) Al Jami Banjarmasin. Jurnal ini dikhususkan untuk memuat tulisan dalam bentuk hasil penelitian pendidikan Islam, atau gagasan tertulis dalam bentuk karya ilmiah dengan bidang kajian yang serumpun. AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam menggunakan sistem double-blind untuk peer-review; identitas pengulas dan penulis tetap anonim. Artikel akan ditinjau oleh dua ahli; satu reviewer dari luar dan satu editor dari jurnal biasanya terlibat dalam meninjau kiriman. Jurnal akan menyaring artikel untuk plagiarisme menggunakan cek turnitin.
Arjuna Subject : Umum - Umum
Articles 175 Documents
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Ibn Hajar Al-Asqalani’s Perspective on Gharar in Economic Transactions Tio Arithama Rohman; Siti Nurhasanah Munawaroh
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 5 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v5i2.555

Abstract

Transactions in Islamic economics must uphold justice, transparency, and the avoidance of uncertainty (gharar). A key challenge is managing uncertainty in high-risk transactions that may cause unjust profit, lack of clarity, and disputes. Ibn Hajar Al-Asqalani, a renowned scholar in fiqh and hadith, provides valuable insights on gharar that remain relevant to contemporary economic practices. This study aims to explore his perspective on gharar in economic transactions. Gharar, prohibited in Qur’an Surah An-Nisa verse 29 and Hadith Muslim no. 1513, is rejected unanimously by classical Islamic schools. Al-Ghazali emphasized honesty and transparency to avoid gharar, while fiqh al-mu‘amalah outlines essential pillars and conditions to regulate transactions. This research employs literature study using Ibn Hajar’s works and related scholarly contributions. Ibn Hajar defines gharar as ambiguity regarding the object or contract before execution. He prohibits excessive (fahish) gharar but tolerates minor (yasir) gharar if it does not harm either party, often resolved through the option of khiyar. He highlights that gharar arises when the essential pillars and conditions of sale are not met, thus stressing justice and realism in contracts. Imam Malik, by contrast, permits customary practice (urf) as long as it aligns with justice and avoids harm. In modern practice, maqasid al-shari’ah serves to secure public benefit (maṣlaḥah) and prevent harm (mafsadah). Economic actors are encouraged to uphold these principles, especially in online and derivative transactions. The findings suggest that Ibn Hajar’s framework provides a foundation for analyzing high-risk contracts in Islamic economics
The Tradition of Mujahadah Solawat Ummi by the Community of Danawarih Village Balapulang District, Tegal Regency (A Phenomenological Study of Mujahadah Solawat Ummi) Vika Fitrotul Uyun
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 5 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v5i2.557

Abstract

This Ummi Sholawat Mujahadah was held in Danawarih Village, Balapulang District, Tegal Regency. This Ummi Sholawat Mujahadah is a medium to get closer to Allah SWT. Mujahadah helps us in low self-awareness towards higher awareness. This study reveals these meanings through a phenomenological perspective and analyzes them with a psychological therapist so that it can be used as an understanding for the practitioners of Ummi sholawat mujahadah so that they can take psychological benefits for their lives. The data collection techniques are by observation, interviews and documentation. While the study in this study is how the Ummi Sholawat Mujahadah Tradition in Danawarih Village (Phenomenological Study in Ummi Sholawat Mujahadah). The results of this study are that this Ummi Sholawat Mujahadah is very important for human life. Especially for the congregation who always practice the Ummi sholawat Mujahadah with the aim of getting closer to Allah SWT. The purpose of this study is to describe the Ummi Shalawat Mujahadah performed in Danawarih Village and to understand its symbolic and philosophical meaning
Relevance and Transformation of Pesantren Educational Management in the Disruption Era: A Contemporary Organizational Perspective Miftahul Hadi
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 5 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v5i2.568

Abstract

This study examines the relevance and transformation of the management paradigm of pesantren education in the era of disruption through the perspective of contemporary organizational theory. The research aims to evaluate the degree of relevance of traditional pesantren management paradigms within the context of digital transformation and institutional modernization, identify conceptual weaknesses that limit organizational adaptability and formulate a transformative managerial framework grounded in contemporary organizational theories. This research employs a qualitative approach with a literature-based analytical design combined with conceptual analysis. Data were collected from recent scholarly publications, policy documents, and authoritative works on Islamic educational management and organizational theory published within the last five years. The analysis was conducted through interpretive synthesis and critical mapping to uncover patterns of paradigm continuity, structural rigidity, and emerging adaptive strategies within pesantren institutions. The findings reveal that pesantren management remains highly resilient due to its value-based leadership, communal culture, and moral authority structure. However, several conceptual constraints persist, particularly in hierarchical decision-making centralization, limited institutional digital governance models, and insufficient integration of strategic management principles. These weaknesses reduce organizational agility in responding to technological disruption, regulatory demands, and generational shifts among students. The study proposes a transformative managerial framework that integrates adaptive leadership, organizational learning, digital governance, and value-based strategic management. This framework allows pesantren to preserve their foundational identity while enhancing institutional responsiveness and innovation capacity.
A Curriculum of Love and Sexual Violence in Pondok Pesantren: The Reality versus the Rhetoric of Education Zulfikri Zulfikri
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 5 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v5i2.569

Abstract

This study aims to analyze the conceptualization of the Love Curriculum (Kurikulum Cinta) in Islamic boarding schools (pesantren) as a pedagogical paradigm grounded in the values of rahmah (compassion), mahabbah (love), and respect for human dignity; examine the dynamics of power relations and the reality of sexual violence within pesantren as social contexts influencing the effectiveness of value implementation; and formulate an Integrative Model of a Child-Protection-Based Love Curriculum as a pedagogical and institutional response to the challenge of sexual violence. This research employs a qualitative approach using field research methods. Data were collected through participant observation, in-depth interviews with kiai (religious leaders), teachers, dormitory supervisors, and students, as well as document analysis of curricula and internal institutional policies. Data were analyzed thematically and interpretively to identify patterns of value internalization, structures of power relations, and existing protection mechanisms within institutional practices. The findings reveal that the Love Curriculum operates as both a living curriculum and a hidden curriculum, manifested through the moral exemplarity of the kiai, habituation of ethical conduct (adab), and social solidarity within the boarding school environment. The internalization of compassionate values occurs culturally and relationally rather than through a formally structured subject. However, the strong hierarchical structure and culture of obedience may generate vulnerabilities if not supported by clear accountability mechanisms and reporting procedures. The integration of compassionate values with child protection principles has not yet been fully institutionalized in formal policies. Therefore, this study proposes an integrative model combining theological values, literacy on power relations, education on bodily boundaries and informed consent, and structured child protection systems to strengthen students’ safety and dignity within contemporary pesantren education
Contextual Learning Strategy: Theoretical Analysis and Implementation of Student-Centered Learning Mohamad Mahrusillah; Mukhtar Amiruddin Ahmad
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 5 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v5i2.570

Abstract

This study aims to analyze learning models and teaching methods with a focus on contextual learning strategies and the implementation of Student Centered Learning. Education is understood as a systematic process that not only transfers knowledge but also transforms students’ behavior through the development of cognitive, affective, and psychomotor aspects. This study employs a descriptive qualitative approach using literature and educational document analysis. Classical theories such as nativism, empiricism, convergence, constructivism, operant conditioning, and humanism serve as the foundation for understanding the dynamics of learning. Constructivist theory emphasizes the active role of students in building knowledge, while operant conditioning highlights stimulus-response reinforcement. The findings indicate that Student Centered Learning is relevant in addressing the challenges of modern education, with teachers acting as facilitators, motivators, and innovators. However, research gaps remain in the dominance of normative studies, the limited exploration of affective and psychomotor aspects, and the constraints in adapting classical theories into practice. This study underscores the need for the development of contextual, integrative, and applicative learning models to enhance the quality of human resources holistically.
Digital Ethics Based on Islamic Education and Thought: An Approach to Technological Innovation in the Development of Digital Society Fahriah Fahriah; Ani Cahyadi; Hamrani Hamrani
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5: September-Oktober 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.656

Abstract

This study aims to develop a framework of digital ethics based on Islamic education and thought as a conceptual approach to addressing the increasingly complex challenges of digital society development. The main focus of this research is to integrate Islamic ethical values with the dynamics of digital technological innovation in order to foster responsible, ethical, and sustainable digital behavior. The study employs a qualitative method using a library research approach. Data were analyzed through content analysis of primary sources, namely the Qur’an and Hadith, as well as secondary sources consisting of recent scholarly literature in digital ethics, Islamic education, and the sociology of technology. The findings indicate that Islamic ethical principles such as trustworthiness (amanah), proper conduct (adab), honesty, and responsibility can serve as a normative foundation for building digital ethics in the digital era. The integration of these values provides moral guidance in the use of technology, particularly in addressing issues such as misinformation, cyberbullying, data privacy, and unethical digital behavior. The novelty of this study lies in the development of a conceptual model of digital ethics that integrates the epistemology of Islamic education with modern technological innovation principles. This model is not only normative-theological but also practical and applicable in the context of digital society development, offering a new approach to digital ethics studies grounded in Islamic values while remaining responsive to contemporary technological advancements
Reconstruction of Islamic Educational Thought between Tradition and Modernity in West Nusa Tenggara Nur Ismiyahyi; Ahmad Barizi; Fadhilah Hanjani Putri; Fifin Nopisaputri
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5: September-Oktober 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.674

Abstract

This study aims to analyze the roots of Islamic tradition in West Nusa Tenggara (NTB), map the challenges of modernity facing local Islamic educational institutions, identify the typologies of ideological reconstruction, and examine the implications of these reconstruction models on contemporary educational policies and practices. The method employed in this qualitative research is a Systematic Literature Review (SLR) to identify, evaluate, and interpret scientific literature indexed in Sinta and Scopus, government regulations, and relevant scholarly books. The data analysis technique combines content analysis and thematic analysis through data reduction, thematic coding, categorization, and conclusion drawing. The research findings indicate that the traditional roots of Islamic education in NTB rest firmly on the dominance of bayani and irfani epistemologies through halaqah institutions, the charismatic authority of Tuan Guru, and local leadership manuscripts. The influx of modernity manifested in post-pandemic digital disruption, global tourism expansion, and national standardization has triggered institutional pressures and an epistemological dichotomy. The responses of religious institutions in NTB are classified into three reconstruction typologies:traditional-conservative, modernist-reformist, and integrative-transformative. The integrative-transformative model proves to be the most relevant adaptation pattern through the implementation of hybrid curricula, digitalization of learning media without desacralizing face-to-face learning, and character strengthening based on local wisdom. The practical implication of this reconstruction successfully transforms Islamic education in NTB into a living laboratory for contextualizing religious moderation while serving as a strategic pillar in maintaining cross-ethnic social cohesion.
A Comparative Study of al-Jarḩ wa al-Ta‘dīl in Ahl al-Sunnah and Shī‘ah Imāmiyyah Muhammad Azzam; Muhammad Akhyar; Muhammad Akbar Tanjung; Neni Nurlaela; Mulyana
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5: September-Oktober 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.689

Abstract

The science of al-Jarḩ wa al-Ta‘dīl occupies a central position in hadith criticism as the primary instrument for evaluating the credibility of hadith narrators. Ahl al-Sunnah developed this discipline around the criteria of ‘adālah and ḍabṭ, while Shī‘ah Imāmiyyah developed a parallel discipline known as ‘Ilm al-Rijāl, which places strong emphasis on a narrator's loyalty to Ahl al-Bayt. This methodological divergence carries significant implications for the corpus of hadith accepted by each school, yet a focused comparative study of the two traditions remains limited. This study aims to compare the concepts, criteria, and epistemological foundations of al-Jarḩ wa al-Ta‘dīl in the Sunni tradition with ‘Ilm al-Rijāl in the Imāmī Shī‘ah tradition, and to examine how these methodological differences shape the acceptance of contested hadith such as the hadith of Ghadīr Khum and the hadith of the twelve caliphs. This research employs a qualitative library research design with a thematic (mawḍū‘ī) approach, a descriptive-analytical method, documentation as the data collection technique, and content analysis as the data analysis technique. Primary sources include Ṣaḥīḥ al-Bukhārī, Ṣaḥīḥ Muslim, and classical rijāl literature from both traditions, supported by relevant secondary scholarship. The findings show that although both schools share the goal of safeguarding the authenticity of hadith and use comparable narrator classifications such as thiqah and ḍa‘īf, they differ fundamentally in their standards for evaluating the Companions, their sources of religious authority, and the resulting corpus of accepted hadith. These differences are not merely technical but reflect divergent paradigms in understanding religious authority and the transmission of Islamic teachings.
The Style of Kināyah in the Qur'an: A Critical Analysis from the Perspective of Bayan of the Verses on Social Interaction Sarmilah Amir; Mardan Mardan; Andi Miswar
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5: September-Oktober 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.690

Abstract

Human language often has limitations and can seem vulgar when articulating private domestic matters. This is where the Qur’an uniquely comes into play by utilizing the flexibility of uslūb kināyah (a figurative style of speech or subtle allusion) as an aesthetic and ethical linguistic instrument. This study aims to critically analyze the mechanisms of uslūb kināyah, including its meaning, components, classification, and significance by focusing specifically on verses regarding mu‘āsyarah (intimate spousal interaction). This is a descriptive qualitative study based on library research. Primary data is sourced from the mu‘āsyarah verses in the Qur’an, which are analyzed using a stylistic and exegetical approach through thematic study methods. The results of the study indicate that the semantic mechanism of uslūb kināyah operates through the interconnection of its three main elements, whereby the figurative meaning is conveyed profoundly without invalidating the original meaning according to sharia logic. In the mu‘āsyarah verses (such as QS. al-Baqarah: 187, 223, 235; QS. al-Nisā’: 21, 43; QS. al-A‘rāf: 189; and QS. al-Zukhruf: 18), the Qur’an consistently employs euphemism by shifting from explicit (ṣarīḥ) diction to suggestive expressions rich in aesthetic value. This is evidenced by the use of the word libās (clothing) to refer to intimacy, ḥarṡ (field) to refer to uterine reproduction, and the words lāmastum, tagasysyā, and afḍā to represent sexual intercourse. This study concludes that the uslūb kināyah in the mu‘āsyarah verses plays a strategic role in balancing the morality of polite speech (adab al-kalim) without obscuring or diminishing the precision of the fiqh legal rulings contained therein.
The Islamic Education System during the Era of the Rightly Guided Caliphs: The Foundation of Islamic Civilization Development Busahdiar Busahdiar; Rabiatul Adawiyah; Novita Fauziah
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5: September-Oktober 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i5.692

Abstract

This study aims to analyze the Islamic education system during the era of the Rightly Guided Caliphs and to examine its contribution to the development of Islamic civilization. Employing a qualitative library research approach, this study analyzes classical Islamic literature, historical records, and contemporary scholarly works concerning educational philosophy, curriculum, educational institutions, teaching methods, educational leadership, and educational policies implemented during the reigns of Abu Bakr al-Ṣiddīq, Umar ibn al-Khaṭṭāb, Uthman ibn Affān, and Ali ibn Abi Ṭālib. The findings indicate that Islamic education during this period developed into a systematic educational model characterized by the integration of spiritual, intellectual, moral, and social dimensions. Educational institutions such as mosques and kuttab became centers for knowledge transmission, while the standardization of the Qur'an, expansion of scholarly networks, appointment of teachers, and establishment of educational centers significantly strengthened Islamic intellectual development. Furthermore, each caliph introduced distinctive educational policies that collectively contributed to preserving Islamic teachings and fostering scientific advancement. The study concludes that the Islamic education system during the era of the Rightly Guided Caliphs established the essential educational foundations for the flourishing of Islamic civilization and continues to offer valuable educational principles for contemporary Islamic education.

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