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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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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 Novita Fauziah; Busahdiar Busahdiar; Rabiatul Adawiyah
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.
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.

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