2 research outputs found
EKSISTENSI GURU (MURSYID) DALAM PENDIDIKAN SPIRITUAL PERSPEKTIF ABÛ HÂMID AL-GHAZÂLÎ (1058M-1111M)
No full textAl-Ghazali was one of the most influential Muslim thinkers. A jurist, logician, theologian, and philosopher, thinker on education in Islamic history and he was honoured in the history of Islam with title of Hujjat al-Islâm. He developed a theory of education rooted in his philosophy and aiming at improving the objectives and principles of education. According to Ghazali, knowledge can bring us closer to God as well as enhance worldly respect and position. Ghazali based his aims of education on Islamic ideology. According to him, every student should have a shaykh or a mursyid (spiritual guide or teacher) to instruct him and cleanse him of bad manners through the process of tarbiyah, and replace them with good character. The follower of the path requires a mursyid to improve his character and guide him upon the path towards Allah (SWT) the Exalted. The article shall axplain further Ghazali‟s thought specially in existence of mursyid in spiritual education
IMPLEMENTASI PEMBELAJARAN AKIDAH AKHLAK BERBASIS KURIKULUM MERDEKA DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK DI MADRASAH
No full textAkidah Akhlak education plays a crucial role in shaping students' character. The Merdeka Curriculum offers pedagogical flexibility, enabling more interactive and experiential learning approaches. However, its implementation in Islamic schools (madrasah) encounters various challenges that require further investigation. This study employs a qualitative approach with a case study method at MTsN 1 Tanggamus. Data were collected through in-depth interviews, participatory observations, and document analysis involving teachers, the school principal, and students. Data analysis followed Miles and Huberman’s framework, encompassing data reduction, data display, and conclusion drawing. Findings reveal that Merdeka Curriculum-based Akidah Akhlak education significantly fosters students' religiosity, honesty, discipline, and responsibility. However, several challenges persist, including teachers' limited understanding of interactive methods, inadequate technological infrastructure, and insufficient parental involvement. While Merdeka Curriculum-based Akidah Akhlak education effectively nurtures students' character, its optimal implementation necessitates enhancing teachers’ pedagogical competence, improving learning facilities, and strengthening school-family collaboration. Further research with a broader scope is recommended to assess the long-term impact of this learning model
