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AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam
Published by Sekolah Tinggi Agama Islam Al Jami Banjarmasin
ISSN : -     EISSN : 28090322     DOI : https://doi.org/10.69900/ag.v4i1.208
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. Tujuan dari jurnal ini adalah untuk menampung ide dan gagasan tentang pendidikan Islam dan untuk memudahkan sivitas akademika pada umumnya untuk memperoleh angka kredit dalam menunjang eksistensinya di dunia akademik. Semua artikel yang diterbitkan adalah wawasan dan ide individu dari penulis yang tidak mewakili jurnal ini atau lembaga afiliasi penulis. Jurnal ini terbit dua kali setahun pada bulan Juni dan Desember.
Arjuna Subject : Umum - Umum
Articles 179 Documents
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MEMBANGUN MENTAL SANTRI MELALUI PUASA SUNNAH 40 HARI(Studi di Pondok Pesantren Darul Amanah Sukorejo Kendal) Muhammad Fatwa; Millatus Sa'diyah
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.v5i2.455

Abstract

Intellectual education needs to be balanced with mental development to prevent students (santri) from experiencing inner conflicts and psychosomatic disorders. Fasting is one method of purifying the soul and a source of inner peace through drawing closer to Allah SWT. The 40-day sunnah fasting practiced at Pondok Pesantren Darul Amanah Sukorejo Kendal significantly contributes to shaping students' social sensitivity, self-confidence, self-control, patience, honesty, and emotional stability. This practice serves as a preventive strategy against psychological pressure rooted in the dominance of desires, which is the main cause of mental disorders. Therefore, the 40-day fasting plays a vital role in stabilizing mental health and optimizing the development of students’ personality in a productive and dynamic manner 
Teaching Arabic Pegon through the AIR (Auditory Intellectually Repetition) Learning Model for New Female Students at the Tahfizh al-Qur'an Islamic Boarding School, Lirboyo Siti Wahyuni; Tri Handriani
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.v5i2.467

Abstract

  This study aims to describe the implementation of the AIR (Auditory, Intellectually, Repetition) teaching model in Arab Pegon learning for new students of Class IV A1 at the Tahfizhil Qur’an Lirboyo Female Islamic Boarding School in Kediri, as well as to analyze the learning outcomes achieved. The AIR teaching model integrates three main stages: listening to explanations and asking questions for clarification (auditory), thinking critically and solving problems (intellectually), and repeating the material (repetition). This method was implemented to guide new students who require intensive assistance, both in mastering the technical aspects of reading and writing Arab Pegon and in building Islamic character.The results indicate that the application of the AIR teaching model significantly improves students’ ability to read Arab Pegon texts fluently, write accurately and neatly, comprehend text meanings, and translate them correctly into Indonesian. Learning success is influenced by factors such as students’ initial abilities, learning motivation, teaching methods and media, time availability, and facilities. Various supporting strategies were applied, including memorization, language comparison, translation, qosidah, and hands-on practice, tailored to the needs and learning styles of the students.These findings affirm that the AIR teaching model is effective in enhancing Arab Pegon literacy among new students in the pesantren environment, provided it is supported by varied teaching methods, effective time management, and a conducive learning environment.
Workshop, Assistance, and Capacity Building in the Development of Teaching Materials Based on 21st-Century Learning Fuad Ahmad Rivai; Nisa Rahmawati
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.v5i2.470

Abstract

The community service program conducted at Pondok Modern Darussalam Bogor aimed to enhance teachers’ abilities in developing 21st-century learning-based teaching materials through three structured stages: training, mentoring, and reinforcement. During the training phase, teachers were provided with both conceptual and technical understanding of teaching material development using interactive methods that encouraged active participation. The mentoring phase was carried out intensively over the course of one month and focused on content development, evaluation planning, and draft presentations. This phase was tailored to each teacher’s context and subject area. The mentoring sessions resulted in a notable improvement in the quality of the teaching materials, which became more structured, relevant, and aligned with character values and 21st-century competencies. However, participants also encountered various obstacles, such as limited digital literacy, lack of access to appropriate references, and high workload. The reinforcement phase was then designed to restore participants' motivation and address these challenges through reflective sessions, motivational support, and practical digital training. Overall, this program demonstrated that a gradual and collaborative approach can successfully empower teachers to become innovative and reflective learning agents. Moreover, the program fostered a writing culture and helped establish a sustainable professional learning community within the madrasah and pesantren educational environment
Implementation of Boarding School Learning in Building Religious Character at SMA Daarul Qur'an Bandung Fitri Handayani; Muhammad Hasan Basari; Nurhidayah Nurhidayah; Devi Fatwanti; Otisia Arinindyah
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.v5i2.472

Abstract

The low understanding of religious values among students remains a problem that needs to be addressed. The purpose of this research is to analyze and develop a boarding school learning implementation model to build religious character in high school. This study uses a qualitative approach with a descriptive method, and data collection techniques is done through interviews, observations, and documents. The results are that the implementation of boarding school learning is carried out through Quran memorization (tahfidz), memorizing the Quran at least up to the 30th juz, or memorizing all 30 juz, as well as integrating the Quran and Islamic studies into the learning. The Quran memorization program, or Islamic studies, consists of seven lessons: fiqh, tawhid, hadith, tafsir, Arabic language, history, and tajwid. Additionally, the Tahfizh Qur'an program, which means memorizing the Quran, is held daily after Subuh, Asar, and Isha prayers, with one verse each day. The habit of praying obligatory prayers in congregation on time and performing daily routine worship, as well as good manners, ethics, and noble character. The conclusion is that the implementation of boarding school-based learning in building religious character at SMA Daarul Quran Bandung, is carried out through the integration of the Al-Quran and Islamic studies in intra-curricular learning activities, extra-curricular activities and Islamic boarding school activities with Islamic studies and Quran memorization for twenty-four (24) hours in a comprehensive and integrated manner.
Enhancing Qur’anic Memorization through the Yanbu’a Method: The Role of Tahfidz Teachers at SD Takhassus Al-Qur’an Walisanga Tanjung Moh. Abd Faiz; Solekhul Amin; Eka Novita Sari; Vina Maulida Fitria
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.v5i2.475

Abstract

This study, titled “The Role of Tahfidz Teachers in Improving Memorization through the Yanbu'a Method at SD Takhassus Al Qur'an Walisanga Tanjung,” aims to determine the role of tahfidz teachers in improving students' memorization of juz 'amma using the yanbu'a method at SD Takhassus Al Qur'an Walisanga Tanjung ’an Walisanga Tanjung, as well as to identify the supporting factors and obstacles faced by hafiz teachers in improving students’ memorization. The research method used by the author involved data collection through interviews, observations, and documentation, resulting in qualitative data. The research findings regarding the role of hafiz teachers in improving students' memorization of Juz ‘Amma include: 1) as educators who apply learning methods according to students’ varying abilities, 2) as managers who ensure the orderly conduct of the learning process, 3) as administrators who use a system for documenting daily and semester achievements, 4) as supervisors who use face-to-face techniques to monitor students' memorization, 5) as a leader through structured time allocation (30 minutes of musyafahah, 30 minutes of ardul qiro’ah), 6) as an innovator by conducting ice-breaking activities and adjusting the pace of learning, and seventh, as a motivator through inspirational stories of Quran memorizers. Therefore, the findings of this study, namely the role of tahfidz teachers in improving students' memorization of Juz 'Amma using the Yanbu'a method, have proven to be effective through structured strategies and repetition
Challenges and Strategies in Strengthening the Implementation of the Independent Curriculum in Islamic Religious Education Learning Yunia Dwi Latifah
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.v5i2.477

Abstract

 This article is a literature review that aims to identify the challenges and strategies for strengthening the implementation of The Independent curriculum in Islamic Religious Education (PAI) learning in high school. By integrating a wide range of literature, the study explores issues such as teacher readiness, technology access, and curriculum adaptation, as well as offering strategies such as continuous training and contextual learning approaches. The findings suggest that key challenges include teachers ' lack of digital competence, infrastructure inequality, and resistance to changes in teaching methods. The proposed strategies include strengthening technology literacy, developing adaptive PAI modules, and collaboration among stakeholders to support effective implementation.
The Impact of Human Psychological Conditions on the Application of Islamic Law in Determining the Validity of Worship Abu Bakar Abu Bakar; Muhammad Rifqi Ridho
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.v5i2.478

Abstract

This study aims to analyze the influence of human psychological conditions on the application of Islamic law, focusing on aspects of taklīf, worship, transactions, testimony, and criminal rulings. The research employed a library study (library research) method by reviewing classical Islamic texts, scholarly books, and relevant journal articles. The findings reveal that psychological conditions play a significant role in determining the validity of worship, contracts, and legal judgments, as sound intellect is the primary requirement for legal responsibility (taklīf). Core principles of maqāṣid al-sharī‘ah, such as hifẓ al-‘aql, la ḍarar, and justice, highlight that mental disorders may annul or reduce legal obligations. Furthermore, the mental health of a mujtahid is essential to ensuring the objectivity and validity of ijtihād. These findings affirm that Islamic law is humanistic and adaptive to psychological realities while also providing opportunities for integration between fiqh and psychology in addressing contemporary challenges.
The Purpose of Education from the Perspective of Hadith in Instilling Islamic Values Dynamically in Daily Life Firmansyah Firmansyah
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.v5i2.479

Abstract

One of the main issues in today’s educational landscape is the tendency of society to view education merely as a means to achieve worldly goals, such as obtaining a job, career advancement, or social status. This narrow perspective has obscured the true essence of education, which should serve as a means of character building, strengthening moral values, and the pursuit of enlightening knowledge. To address this issue, it is essential to restore the essence of education as a process of humanizing individuals, in line with the noble values taught by religion. This paper is a library research study employing textual analysis and an interpretative approach. The data analysis method used is content analysis. Based on the discussion of the goals of Islamic education, it can be concluded that, according to hadith, education aims to develop strong faith and piety, instill noble morals and positive character, guide learners toward happiness in both this world and the hereafter, optimize human potential holistically, and dynamically embed Islamic values into daily life.  
Implementation of Islamic Religious Education Learning in the Independent Curriculum Using the Jigsaw Method to Enhance Student Activeness at SMAN 1 Kutorejo Alfiyah Ayu Qomariyah; Fina Surya Anggraini
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.v5i2.482

Abstract

This study aims to determine the implementation of Islamic religious education learning curriculum independence with the jigsaw method in increasing student activity in class X SMAN 1 Kutorejo, and to determine the implications of student activity in Islamic religious education learning with the jigsaw method in class X SMAN 1 Kutorejo.This study uses a qualitative method using a case study. This study will focus on the implementation of Islamic religious education learning curriculum independence with the jigsaw method in increasing student activity in class X SMAN 1 Kutorejo. For data collection using interview, observation and documentation techniques. Furthermore, for data analysis used by researchers, namely data reduction, data presentation and data verification. While for the data validity test technique, researchers use source triangulation. The results of this study indicate that the jigsaw method planning process prepares learning outcomes, learning objectives, learning objective flow, learning plans and selects materials along with making questions. The implementation of the jigsaw method, educators explain the steps for implementing jigsaw learning, explain the material from educators and form groups randomly with 4-5 students from each group. Educators provide different questions but one material, then educators give time to discuss the original group to complete the answers to the questions, then after finishing discussing with the original group, educators instruct to gather with the expert group to find out the results of the discussion with the original group. Achieving the results of the discussion then concluding the material. Although in its implementation it has been successful, it has not been optimal because there are students who have not been able to play a good role. For the evaluation stage, it is seen the activeness of discussing with the group, presentations from the results of group discussions, work results and conducting written or oral tests. The impact after implementing the jigsaw method is that students' understanding of the material increases, social skills increase, motivation and participation increases, communication skills develop, and academic anxiety decreases
Integration of Character Education in Aqidah Akhlaq Learning for Fourth Grade Students at Madrasah Diniyah Baabussalam, Kemukten Village Casudi Casudi; Haris Diar Rizki; Siti Winda Normasari; Prada Laila Isyrina; Elza Roikhatul Miskiyyah
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.v5i2.506

Abstract

Education serves not only to cultivate intellectual capacity but also to shape the character of the younger generation—instilling noble morals, honesty, discipline, responsibility, and social awareness. In the face of increasingly complex contemporary challenges—such as globalization, the digital revolution, and an emerging instant culture—education is required to provide students with a strong foundation of character. Within this context, character education emerges as an urgent necessity to address various social, moral, and spiritual issues in society. Based on the research problem outlined, this study aims to examine the process of integrating character education into the Aqidah Akhlaq learning of fourth-grade students at Madrasah Diniyah Baabussalam, Kemukten Village. The findings reveal that the integration of character education into Aqidah Akhlaq instruction contributes to the improvement of students’ moral conduct, ethics, and overall character development. This is reflected in their increased enthusiasm during learning activities, particularly when the instructional method involves exemplary storytelling. The integration specifically incorporates six core character values: religiosity, discipline, hard work, creativity, independence, and democratic behavior.

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