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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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Islamic Religious Education Teachers' Control over the Viral Trend of Imitating Impolite Language from TikTok Social Media in Shaping Students' Moral Character Taukhid Mubarok; Siti Fatimah; Ahmad Mustofa Aqil; Rizka Ayu Amalia; Fardan Ali
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.v6i5.697

Abstract

This study aims to analyze the influence of TikTok viral trends on students’ imitation of impolite language, examine the control strategies implemented by Islamic Religious Education (IRE) teachers, and identify the supporting and inhibiting factors affecting students’ moral character development through language regulation. This research employed a qualitative approach using a case study design at SD Negeri Jatibarang Lor 01. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. Data trustworthiness was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that TikTok’s algorithm accelerates students’ imitation of impolite language by repeatedly exposing them to viral expressions and communication patterns that gradually become part of their daily interactions at school. IRE teachers address this phenomenon through intensive supervision, educative corrective feedback, habituation of polite language, integration of Islamic communication ethics into classroom instruction, exemplary behavior, reinforcement of a religious school culture, and continuous collaboration with parents. The study also identifies excessive smartphone use, limited parental supervision, peer influence, and the rapid expansion of digital culture as the primary obstacles to effective moral education. The novelty of this study lies in the development of an Integrative Educational Control Model, which combines Islamic moral education, digital literacy, teacher role modeling, character habituation, and family school collaboration as a comprehensive framework for mitigating the negative influence of TikTok on students’ moral character in the digital era.
The Role of Nationalism in Shaping Modernity: Towards a Triaxial Theory of National Identity in the Global Digital Era through the Lens of Islamic Education Suriyadi Suriyadi; Fathorrahman Fathorrahman
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 6 (2026): In Progress
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i6.699

Abstract

This study examines the evolving role of nationalism in shaping modernity and proposes a reconstructed Triaxial Theory of National Identity (TTNI) through the lens of Islamic education to address the challenges of the global digital era. The research aims to develop a comprehensive conceptual framework that explains how cultural-historical continuity, civic-democratic values, and digital-network dynamics interact in constructing adaptive national identity while integrating Islamic educational principles. This study employed a qualitative library research approach by systematically reviewing classical and contemporary literature on nationalism, digital society, citizenship education, and Islamic educational philosophy. Data were analyzed using qualitative content analysis, thematic analysis, and comparative conceptual synthesis to identify theoretical convergences, research gaps, and interdisciplinary relationships. The findings reveal that contemporary nationalism can no longer be adequately understood through single-dimensional approaches emphasizing ethnicity, territory, or civic institutions alone. Instead, sustainable national identity emerges from the dynamic interaction among the Cultural-Historical Axis, Civic-Democratic Axis, and Digital-Network Axis, mediated by Islamic educational values such as maqāṣid al-sharī‘ah, ukhuwah waṭaniyyah, wasatiyyah, and ethical digital citizenship. Islamic education plays a strategic role in fostering historical awareness, democratic participation, critical digital literacy, and moral responsibility necessary for strengthening adaptive nationalism in digitally interconnected societies. The novelty of this study lies in reconstructing the Triaxial Theory of National Identity by positioning Islamic education as the ethical and pedagogical mediator that integrates cultural identity, democratic citizenship, and digital literacy into a holistic framework for developing adaptive, inclusive, and ethically grounded nationalism in the era of artificial intelligence and global digital transformation.
Naskh and Mansukh in Contemporary Islamic Exegetical Thought: Reconstructing the Paradigm through the al-Jam’u  wa al-Tawfīq Approach Suriyadi Suriyadi; Fathorrahman Fathorrahman
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.v6i5.700

Abstract

This study aims to reconstruct the paradigm of naskh and mansukh in contemporary islamic exegetical thought by positioning the al-jam’u wa al-tawfīq approach as the primary methodological framework for resolving apparent contradictions among qur'anic verses. The research employs a qualitative library research design, drawing upon classical works of Ulum Al-Qur’an, uṣul al-fiqh, and tafsīr, alongside contemporary scholarly literature on qur'anic hermeneutics, maqasid al-shari’ah, and modern islamic legal thought. Data were collected through systematic documentation of authoritative sources and analyzed using qualitative content analysis, comparative analysis, and conceptual synthesis to examine the methodological evolution of naskh from classical to contemporary scholarship. The findings reveal a significant epistemological shift from viewing naskh as the primary mechanism for resolving legal differences toward prioritizing al-jam’u wa al-tawfīq, historical contextualization, and maqasid al-shari’ah before recognizing the occurrence of abrogation. The study demonstrates that many cases traditionally classified as mansukh can be more appropriately understood through harmonization, contextual differentiation, and gradual legislation (tadarruj fi al-tashrīʿ). The novelty of this study lies in the formulation of an integrated theoretical framework that systematically combines al-jam’u wa al-tawfīq, maqasid al-shari’ah, historical contextualization, and gradual legislation into a unified epistemological model, repositioning naskh as a valid but highly restricted interpretative mechanism while reinforcing the coherence, universality, and contemporary relevance of the qur'an in islamic exegetical thought and islamic education.
Mechanisms for Empowering Teacher Innovation in the Development of Learning Practices: An Islamic Education Perspective Didit Darmawan; Hasan Hasan; Ahmad Jamali
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.v6i5.703

Abstract

This study aims to formulate a conceptual mechanism for empowering teacher innovation in the development of learning practices from the perspective of Islamic education. The study employs a qualitative approach with a literature review design to synthesize knowledge on teacher innovation, educational management, and Islamic educational thought. Relevant literature was systematically collected from trusted academic databases using keywords related to teacher innovation, human resource management in education, and Islamic education. Data were analyzed through content analysis to identify recurring themes and construct an integrative conceptual framework, while the validity of the findings was strengthened through source triangulation by comparing evidence from multiple independent references. The findings reveal that teacher innovation empowerment is developed through five interconnected mechanisms: (1) strengthening niyyah (spiritual intention) and professional commitment; (2) enhancing pedagogical competence and reflective learning practices; (3) fostering collaborative knowledge sharing based on the principles of shūrā and taʿāwun; (4) reinforcing institutional support through transformational leadership and an innovation-oriented school culture; and (5) implementing continuous evaluation guided by the principles of iḥsān and muḥāsabah. These mechanisms position teacher innovation as a holistic process that integrates spiritual values, ethical responsibility, professional competence, and organizational support in improving learning practices. The novelty of this study lies in the development of an Islamic education-based framework for teacher innovation empowerment that systematically integrates spiritual, pedagogical, social, managerial, and institutional dimensions into a comprehensive conceptual model, thereby offering a distinctive alternative to the predominantly secular paradigms of educational innovation.
Debating Prophethood: Ibn al-Malāḥimī’s Critique to Muslim Philosophers Muhammad Hilal
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.468

Abstract

Medieval Muslim thinkers sought to defend the necessity of prophecy, especially against external critiques, as prophecy constitutes a central tenet of Islam. Within the Muslim intellectual tradition, however, significant debate surrounds key theological teachings including the doctrine of prophecy itself. This paper aims to reveal the debate, focusing specifically on the critique of Ibn al-Malāḥimī, a prominent figure within the Mu'tazila school, who challenges the prophetic theory of Muslim philosophers. While previous studies have addressed aspects of Ibn al-Malāḥimī's thought, none have thoroughly examined his specific objections to the philosophical interpretations of prophecy. This study employs qualitative research methods, by using Ibn al-Malāḥimī’s Tuḥfah al-Mutakallimīn as its main source. Data collection was conducted through extensive literature study. The findings of this paper reveal that Ibn al-Malāḥimī's critique of the Muslim philosophers' theories of prophecy centers on four key points: (1) the nature of prophecy itself, and (2) the role of prophets as agents of human’s worldly goodness. These critiques are further connected to his opposition to (3) the philosophers' views on the nature of soul and (4) their fatalistic worldview which he argues negates necessarily human free will.
Student-Centered Learning Approach from Ibn Khaldun's Perspective: A Philosophical Study of the Concept of Learning in Islamic Education Nur Ali Subhan; Muhammad Nur Rizal; Nur Khamid Al Mi’roj; Muhammad Rifki
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.515

Abstract

This article aims to analyze the concept of the student centered approach using Ibnu Khaldun's philosophical analysis approach in the book Muqaddimah. This research uses a library research method using a qualitative descriptive approach. Data collection uses documentation methods with content analysis techniques to systematically analyze the content of messages and reveal hidden symbolic meanings in primary sources. The results of the research show that Ibn Khaldun's style of thinking about the student centered approach in the Muqaddimah book is strong with the understanding of humanism which is oriented towards glorifying and interpreting students as whole humans. Ibn Khaldun's humanism towards students can be seen from his view of students as thinking creatures, social creatures, having potential, requiring motivation, love, various methods, involvement and spiritual balance in the educational process. Ibn Khaldun's humanism in viewing students as the center of education is colored by idealism. Students as perfect beings in the learning center can reach the peak of perfection with the help of the educational environment. As spiritual beings, students will be able to develop all their potential by maintaining spiritual balance
Reorientation of Islamic Religious Education in the Global Era in Facing the Challenges of Globalization, Multiculturalism, and Radicalism Mukhlis Mukhlis; Syaifuddin Sabda; Husnul Yaqin; Hamdan Hamdan
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.517

Abstract

This study aims to discuss the reorientation of Islamic Religious Education in the global era in addressing the challenges of globalization, multiculturalism, and radicalism. Globalization brings the flow of values, cultures, and information that can affect the religious identity and moral values of the younger generation, while multiculturalism demands the ability to coexist in a pluralistic society, and radicalism emerges as a consequence of narrow and exclusive religious understanding. The reorientation of PAI is necessary so that religious education is not merely ritualistic but also reflective, humanistic, and contextual. This study employs a library research approach, based on the review of articles, journals, and other scholarly works related to the keywords, with searches conducted on Google Scholar and assisted by the Publish or Perish (POP) application to find similar studies. The findings indicate that the reorientation involves the strengthening of universal Islamic values, the development of tolerant and inclusive attitudes, and the prevention of radicalism through religious moderation and character education
Internalization of Character Education Values at the Muhammadiyah Boarding School (MBS) Yogyakarta Elementary School in the Perspective of Al-Ghazali’s Educational Thought. Assyifa Qori Lhegina; Wasith Achadi; Rosendah Dwi Maulaya
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.518

Abstract

This study aims to analyze the process of internalizing Islamic character education values at SD Muhammadiyah Boarding School (MBS) Yogyakarta and examine its alignment with Al-Ghazali's educational thought. Employing a qualitative descriptive approach, data were collected through observation, interviews, and documentation involving school leaders, teachers, and students. The findings reveal that the integration of three curricula the National Curriculum, Muhammadiyah (ISMUBA), and Islamic Boarding School forms a holistic system of moral education. The internalization process is carried out through continuous habituation (ta'wīd), spiritual training (riyāḍah al-nafs), moral cultivation (tahdzīb), supervision (murāqabah), teacher modeling (qudwah ḥasanah), and social compassion (iḥsān fī al-mu'āmalah). Implementation at SD MBS includes daily dhuha and zuhur prayers, Qur'an memorization, mahfudzat recitations, fiqh classes, and community service programs. These practices align with Al-Ghazali's view that character education must harmonize intellectual, spiritual, and moral aspects. The study concludes that SD MBS Yogyakarta exemplifies a contextual model of Islamic character education that actualizes Al-Ghazali's moral framework through institutional culture, teacher exemplarity, and parental cooperation.
Analysis of the Development of Qur’an–Hadith Learning in Improving the Quality of Islamic Religious Education in the Modern Era at Madrasah Tsanawiyah Latifah Latifah; Sinta Masitha; Khairunnida Khairunnida; Hasni Noor
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.529

Abstract

This study analyzes the development of Al-Qur'an Hadith learning in Islamic Junior High Schools (MTs) as an effort to improve the quality, relevance, and effectiveness of Islamic Religious Education in facing the challenges of the modern era. The purpose of this study is to describe the concept and implementation of Al-Qur'an Hadith learning development from the aspects of materials, methods, media, and evaluation. This study employed a library research method, collecting data from books, journals, and relevant academic literature. The data were analyzed descriptively and qualitatively to obtain a comprehensive overview of the development of Al-Qur'an and Hadith learning in MTs. The results indicate that learning development needs to be carried out holistically through the integration of cognitive, affective, and psychomotor domains, as well as the application of contextual and thematic approaches so that students are able to understand and practice the values ​​of the Al-Qur'an and Hadith in everyday life. The use of digital media, interactive methods, and authentic assessment are essential components in developing learning that aligns with technological developments and student characteristics. This research also emphasizes the importance of teacher innovation in utilizing technology such as multimedia applications, cooperative learning models, and digital evaluation platforms to improve student motivation and learning outcomes. Overall, developing Qur'an and Hadith learning in Islamic Junior High Schools (MTs) is an urgent need to shape students to be knowledgeable, have noble character, and adapt to the complexities of modern education.
Multicultural-Based Islamic Religious Education Learning Methods as an Effort to Prevent Social Conflict Meyfa Rizkia Al Aswa; Annisa Fitria; Mukmin Mukmin
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.534

Abstract

This study aims to analyze multicultural-based learning methods in Islamic Religious Education (PAI) as a preventive effort against social conflict within educational environments. Using a library research method, this study reviews various literature related to multicultural education theories, PAI learning strategies, and their relevance in fostering tolerance among diverse students. The findings indicate that multicultural based PAI learning methods such as cross cultural dialogue, case studies, collaborative learning, and the integration of religious moderation values effectively enhance students’ understanding of differences, reduce stereotypes, and promote mutual respect. Therefore, this approach plays a significant role in preventing potential social conflicts and creating a harmonious and inclusive educational atmosphere

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