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Mukhlis
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mukhlisahmadmuaidi@gmail.com
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+6285248587742
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algazali@staialjami.ac.id
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Jl. Mesjid Jami No.1, Antasan Kecil Tim., Kec. Banjarmasin Utara, Kota Banjarmasin, Kalimantan Selatan 70123
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INDONESIA
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 192 Documents
 16   17   18   19   20 
Fostering Students' Religious Character Through Faith Based Activities at Kelayan Dalam 5 Elementary School, Banjarmasin Selatan Ahyar Rasyidi; Nur Halijah
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 4 No. 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Education serves as a crucial medium for nurturing students, and the humanistic achievements of education subsequently become a foundation for development. Therefore, it is expected that educators refrain from making educational errors while fulfilling their responsibilities. Character education, in this context, is the type of education that fosters the social, emotional, and moral growth of students. Consequently, character education is vital for shaping students' personalities and is anticipated to serve as a primary foundation for developing religious individuals who are prepared to compete in the future. This research aims to illustrate the construction of students' religious character through religious activities at the State Elementary School of Kelayan Dalam 5 in Banjarmasin City. The focus of this study includes: the concepts, implementation, and impacts of religious activities on students' religious character. This research employs a descriptive qualitative approach with data collection techniques that encompass observation, interviews, and documentation. The subjects of the study consist of the school principal, Islamic education teachers, and students. The findings indicate that the formation of religious character is integrated into the school's vision and mission, as well as in the learning programs and routine activities such as congregational prayers, recitation of short surahs, and extracurricular activities with a religious theme. The implications of this implementation are evident in the enhancement of students' religious morals, understanding of worship, and the development of discipline and courtesy
Islamic Education as a Catalyst for Religious Moderation: Reframing Muslim Youth Engagement at the Grassroots Muhammad Yusuf; Husna Husna; Abbas Khalid Razi; Ahmad Nabriz; Badr Abdulaziz Al-Ghamdi; Ahmad Fauzan Akbar
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 4: Juli-Agustus 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i4.739

Abstract

This study examines how Islamic education can catalyze religious moderation by reframing Muslim youth as active grassroots agents rather than passive recipients of institutional messages. It employs library research with descriptive-critical qualitative analysis of the supplied review manuscript and its cited conceptual literature on moderation, youth participation, local culture, interfaith dialogue, and digital engagement. The synthesis indicates that formal, top-down programs may establish normative direction but often have limited social reach when they are disconnected from local experience and sustained participation. Islamic education can bridge this gap by integrating contextual religious literacy, ethical reflection, collaborative community service, interfaith dialogue, and critical digital literacy. The article’s novelty is a youth-centered educational framework that links value internalization, participatory action, contextual adaptation, and continuous evaluation as mutually reinforcing dimensions of grassroots moderation. The framework is conceptual and requires empirical testing in diverse communities

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