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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 84 Documents
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The Effect of Teacher Creativity on Students' Learning Interest in Islamic Education at Elementary School Azzahro, Savira Nur; Darmawan, Didit
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 4 (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.v6i4.624

Abstract

In elementary school classrooms, a decline in learning motivation among some students is still observed, often linked to the tendency to use repetitive teaching methods and the limited variety of instructional media employed. Based on this reality, this study aims to examine the relationship between teacher creativity and student learning motivation at the elementary school level. This research employs a qualitative approach with a literature review design, involving the search and analysis of scientific articles, journals, and relevant prior research findings. The collected data were then processed descriptively to identify relational trends among the variables under study. The synthesis results indicate that teacher creativity plays a crucial role in strengthening students’ interest in learning, particularly through the diversification of learning strategies, the use of more innovative media, and the ability to foster a classroom environment that is more supportive and conducive from a psychopedagogical perspective. A number of empirical findings also affirm the existence of a positive relationship between teacher creativity and learning interest, although certain external factors still contribute to the dynamics of learning engagement. More creative teachers tend to be able to orchestrate participation, increase learning motivation, and foster students’ academic responsibility more effectively. Thus, teachers’ creativity can be viewed as an essential pedagogical factor in optimizing students’ interest in learning and the overall effectiveness of instruction. Consequently, strengthening teachers’ creative capacities is a strategic aspect of improving the quality of basic education.
Islamic Entrepreneurship among Single-Parent Teachers in Islamic Boarding Schools: A Model for Strengthening Family Economic Resilience Based on Islamic Values at Pesantren Al-Amien Putri I Halil, Hermanto; Aini, Annatul
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 3: Mei-Juni 2026 (In Progress Mei 2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i3.626

Abstract

This study aims to analyze the implementation of Islamic entrepreneurship among single-parent teachers at Pesantren Al-Amien Putri I Prenduan as a model for strengthening family economic resilience based on Islamic values. The increasing phenomenon of single-parent families has created complex economic, psychological, and social challenges, particularly for women who carry dual roles as educators and heads of households. In the pesantren context, these challenges are addressed through entrepreneurial practices that are not solely profit-oriented, but also integrate spiritual, moral, and Islamic educational values. This study employed a qualitative approach using a case study design. Data were collected through semi-structured interviews, non-participant observation, and documentation involving single-parent teachers at Pesantren Al-Amien Putri I Prenduan. Data analysis utilized the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing conducted simultaneously. The findings reveal that the implementation of Islamic entrepreneurship is manifested through the development of productive businesses based on pesantren needs, the internalization of the values of ṣidq (honesty), amanah (trustworthiness), responsibility, and an orientation toward barakah (blessing) in economic activities. These entrepreneurial practices not only strengthen family economic resilience but also enhance psychological resilience, women’s independence, and the spiritual resilience of single-parent teachers. Supporting factors include pesantren culture, social support, workplace flexibility, and individual religiosity, while the main challenges involve limited time, business capital constraints, emotional exhaustion, and social stigma. This study formulates the conceptual model of Islamic Edupreneurship for Family Resilience as an integration of economic empowerment, character education, and spiritual strengthening in building pesantren-based family resilience.
The Dynamics of Early Islamic Thought: Conceptions and Differences of the Hanafi, Maliki, Shafi’i, and Hanbali Mazhab Sofian, Sofian; Alvi Chindi Fadhilah, Nurul; Firdaus, Muhammad; Yakub, M.
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 4 (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.v6i4.629

Abstract

This study examines the dynamics of early Islamic thought that underlie the emergence of the four major mazhabs of jurisprudence, namely Hanafi, Maliki, Shafi'i, and Hanbali. After the Prophet Muhammad SAW passed away, Muslims faced challenges in the form of territorial expansion and social complexity, which triggered differences in legal interpretation. Using a library research method with descriptive-qualitative analysis, this study explores the socio-political background, ijtihad methodology (ushul fiqh), as well as the characteristics of each mazhab. The results of the study show that differences of opinion among the mazhab imams are not a form of division, but rather a dynamic intellectual response to the realities of the time. The Hanafi mazhab is known for its rationalist approach (ahl al-ra’y), the Maliki mazhab strongly adheres to the traditions of the people of Medina (amal ahl al-Madinah), the Shafi'i mazhab successfully synergizes text and reason systematically, while the Hanbali mazhab tends to be textual and conservative. This study emphasizes that the diversity of these methodologies constitutes an intellectual wealth that preserves the flexibility of Islamic law in addressing various contemporary issues, ranging from transactional matters to practical worship.
Religious Moderation in Islamic Education Learning and Its Influence on Students’ Multicultural Attitudes in Multiethnic Areas Murjiah, Murjiah; Hamdi, Fahmi; Salamah, Salamah
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 5 (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.v6i5.634

Abstract

This article examines the relevance of religious moderation in Islamic Religious Education (PAI) learning to the formation of multicultural attitudes among students, particularly in multiethnic regions such as Balangan Regency, South Kalimantan. Using an integrative literature review approach, this study analyzes the relationship between the concept of religious moderation (tawassuth, tawazun, i'tidal, tasamuh) and the dimensions of multicultural attitudes as framed by James A. Banks. Bronfenbrenner's Ecological Theory is employed as a meta-theory to understand the position of PAI learning as an agent of value socialization within the school microsystem. Findings indicate that PAI learning that consistently and contextually integrates moderation values is both relevant and effective in building students' multicultural attitudes across cognitive, affective, and conative dimensions. PAI teachers who serve as role models (uswah hasanah) for inclusive values and employ dialogical and cooperative learning methods function as the most strategic transformative agents. The implications of this study affirm the necessity of reformulating PAI learning approaches from doctrinal transmission toward contextual and participatory value internalization, especially in regions with complex multiethnic compositions outside Java

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