Makkah: Journal Of Islamic Studies E-ISSN: 3123-4437 Journal of Islamic Studies is a journal for the study and development of Islamic studies. As a medium to: 1) develop science based on literature and empirical results, 2) encourage the birth of new research ideas and actions within the scope of Islamic studies concepts and practices. This journal is a media published which aims to improve the quality and disseminate science in the field of Islamic studies studied in Indonesia, in order to increase the strength and results of educational institutions in Indonesia. This journal specializes in Islamic studies. The manager welcomes contributions in the form of articles from scientists, scholars, professionals, and researchers in Islamic disciplines to be published and disseminated after going through the mechanism of selection of manuscripts, reviewing sustainable partners, and editing processes. All articles published in this journal are the views of their authors and do not represent this journal or its affiliated authors. Makkah: Jurnal Islamic Studies published fourth a year in March, June, September and December.
LEGAL FORMALISM VS SOCIAL-RELIGIOUS REALITY: A PROGRESSIVE LEGAL ANALYSIS OF CRIMINAL PENALTIES FOR UNREGISTERED MARRIAGES UNDER THE 2023 NATIONAL CRIMINAL CODE
This research examines Article 412 of Law No. 1 of 2023 on the National Criminal Code from a progressive legal perspective concerning the practice of nikah siri in Indonesia. The persistence of nikah siri within Muslim communities reflects a tension between the state’s legal formalism, which requires marriage registration, and the socio-religious reality that considers marriage valid once religious pillars and requirements are fulfilled. This research aims to ana­lyze the normative construction of Article 412 of the National Criminal Code toward unregis­tered marriage couples and to examine the conflict between formal law and social reality. The research employs a normative juridical method using statutory and conceptual approaches based on Satjipto Rahardjo’s progressive legal theory. The findings reveal that Article 412 has the potential to criminalize couples in nikah siri marriages because state law does not clearly distinguish between cohabitation and marriages that are religiously valid but administratively unregistered. Such criminalization reflects an overly formalistic legal approach that fails to ad­dress the root causes of the issue, including limited access to marriage registration, economic constraints, and the strong socio-religious legitimacy of nikah siri. Therefore, a more humane and substantively just legal policy reform is required through strengthening marriage valida­tion mechanisms (isbat nikah), expanding access to marriage registration, and providing stronger legal protection for women and children.
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ISLAM NUSANTARA : HISTORY, DEVELOPMENT, AND CULTURAL ACCULTURATION
Islam Nusantara represents a manifestation of a peaceful, adaptive, and sustainable process of acculturation between Islamic teachings and local wisdom in Indonesia. This article aims to analyze the history of Islamic dissemination, the mechanisms of cultural acculturation, and the effectiveness of cultural da'wah media in shaping a moderate Islamic identity. Employing a qualitative library research method, this study synthesizes 23 scholarly sources to examine how Islamization occurred without military confrontation, but rather through networks of Islamic scholars, trade routes, and symbolic transformations within artistic media such as shadow puppetry (wayang kulit) and local architecture. The findings indicate that accommodative cultural da'wah strategies have successfully integrated the values of tawhid into local traditions without eliminating their original cultural identities. This process has given rise to an inclusive, tolerant, and civilized expression of Islam. Amid the challenges of globalization and contemporary religious moderation, Islam Nusantara has proven to be an effective strategic paradigm for maintaining social harmony, safeguarding Muslim families from value disruption, and strengthening national solidarity within a diverse ethnic landscape. By promoting the principle of rahmatan lil-'alamin (mercy to all creation), Islam Nusantara positions itself as a safeguard against radicalism while simultaneously serving as a contextual model of religiosity for modern society.
KONSEP PENDIDIKAN KARAKTER BANGSA BERBASIS PEMIKIRAN AL-FARABI TENTANG MASYARAKAT IDEAL
This article examines the concept of national character education based on Al-Farabi’s thought on the ideal society, known as Al-Madinah al-Fadilah. The study is motivated by the crisis of national identity in the digital era, marked by the weakening of mutual cooperation, increasing individualism, the spread of hoaxes, social polarization, and declining moral sensitivity in society. This research employs a qualitative approach using library research by exploring Al-Farabi’s works, scholarly journal articles, academic books, and relevant educational policy documents. The data were analyzed through content analysis by identifying key themes related to character education, morality, collective awareness, ethical leadership, and social welfare. The findings indicate that Al-Farabi’s concept of the ideal society is highly relevant for reconstructing national character education because it emphasizes cooperation, morality, rationality, spirituality, and the pursuit of shared happiness. This article concludes that character education should not remain a normative program but must become a civilizational project to shape citizens who are ethical, socially responsible, and capable of strengthening national harmony.
KONSEP ADAB GURU DAN MURID MENURUT AL-GHAZALI DAN RELAVANSINYA DI ERA MODERN
This study examines the principles of etiquette between teachers and students as articulated by Imam Al-Ghazali and their relevance in contemporary educational contexts. Islamic education emphasizes not only the development of intellectual abilities but also the cultivation of moral character and ethics. Using a literature review and content analysis approach, this study explores literature on teacher-student etiquette, Islamic educational ethics, and the challenges emerging in the era of digital learning. The findings indicate that maintaining proper etiquette between teachers and students plays a critical role in educational success, fostering harmonious interactions, and ensuring that acquired knowledge brings blessings. In the digital era, the use of social media and online learning can alter interaction patterns, diminish respect for teachers, and create an imbalance between academic achievement and moral development. Therefore, integrating the values of etiquette, strengthening character education, and positioning teachers as moral exemplars are key strategies in modern education.
STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MENANAMKAN KESADARAN ETIKA DIGITAL SISWA DI ERA MEDIA SOSIAL
: The rapid development of information technology and social media has brought significant changes to students' behavior and communication patterns. While social media provides various educational benefits, it also presents challenges such as cyberbullying, the spread of hoaxes, hate speech, and declining ethical awareness in digital interactions. Therefore, teachers, particularly Islamic Religious Education (PAI) teachers, play an important role in fostering students’ digital ethics awareness based on Islamic values. This study aims to analyze the strategies employed by PAI teachers in instilling digital ethical awareness among students in the era of social media. The research uses a qualitative approach with a library research method by examining various scientific articles, books, and relevant documents related to digital ethics, character education, and Islamic education. The findings indicate that PAI teachers can develop students’ digital ethical awareness through value internalization, exemplary behavior, habituation, digital literacy integration, and supervision of students’ online activities. Islamic values such as honesty, responsibility, courtesy, tolerance, and tabayyun serve as the primary foundation in shaping ethical digital behavior. The study concludes that strengthening digital ethics through Islamic education contributes significantly to students’ character formation and prepares them to become responsible digital citizens. The novelty of this study lies in integrating Islamic educational values with digital ethics education as a strategic framework for addressing contemporary challenges in students’ social media use.
PENTINGNYA PENDIDIKAN AKHLAK MENURUT AL-GHAZALI DALAM MEMBENTUK KARAKTER SISWA
Abstract : The moral degradation crisis among students in the modern era is increasingly evident through the rise of bullying behavior, the decline of respect toward teachers and parents, and the weakening of social ethics within educational environments. This condition indicates that contemporary education tends to prioritize academic achievement over character building and students’ spiritual development. This study aims to analyze the importance of moral education according to Al-Ghazali in shaping students’ character in the modern era. This research employs a library research method by examining Al-Ghazali’s primary works, especially Ihya’ Ulumuddin and Ayyuhal Walad, along with journals and literature related to character education. The data were analyzed using content analysis and descriptive-philosophical analysis techniques. The findings reveal that Al-Ghazali’s concept of moral education, which is based on tazkiyatun nafs (purification of the soul), habituation (riyadhah), and exemplary conduct, remains highly relevant in addressing today’s moral crisis among students. According to Al-Ghazali, education should not merely emphasize intellectual achievement, but also spiritual formation, self-control, and moral awareness. Therefore, Al-Ghazali’s moral education concept can serve as an important foundation for reconstructing a more humanistic, substantial, and applicable character education system in modern schools. Abstrak : Krisis degradasi moral peserta didik di era modern semakin terlihat melalui meningkatnya perilaku perundungan (bullying), lunturnya sikap hormat kepada guru dan orang tua, serta melemahnya etika sosial di lingkungan pendidikan. Kondisi tersebut menunjukkan bahwa pendidikan saat ini cenderung lebih berorientasi pada pencapaian akademik dibandingkan pembentukan karakter dan spiritualitas peserta didik. Penelitian ini bertujuan untuk menganalisis pentingnya pendidikan akhlak menurut Al-Ghazali dalam membentuk karakter siswa di era modern. Penelitian ini menggunakan metode studi kepustakaan (library research) dengan mengkaji kitab-kitab karya Al-Ghazali, khususnya Ihya’ Ulumuddin dan Ayyuhal Walad, serta berbagai jurnal dan literatur terkait pendidikan karakter. Data dianalisis menggunakan teknik analisis isi (content analysis) dan analisis deskriptif-filosofis. Hasil penelitian menunjukkan bahwa konsep pendidikan akhlak Al-Ghazali yang berlandaskan tazkiyatun nafs (pembersihan jiwa), pembiasaan (riyadhah), dan keteladanan memiliki relevansi yang kuat dalam menjawab krisis moral peserta didik saat ini. Pendidikan menurut Al-Ghazali tidak hanya menekankan aspek intelektual, tetapi juga pembentukan jiwa, pengendalian diri, dan penguatan spiritualitas. Oleh karena itu, pemikiran pendidikan akhlak Al-Ghazali dapat menjadi fondasi penting dalam merekonstruksi pendidikan karakter yang lebih humanis, substantif, dan aplikatif di sekolah modern.
PENDIDIKAN SEBAGAI JALAN PEMIKIRAN MENUJU KEBAHAGIAAN PERSPEKTIF AL – FARABI
Penelitian ini bertujuan untuk mengkaji pemikiran pendidikan Abu Nashr Al-Farabi sebagai jalan menuju kebahagiaan (sa'adah) serta relevansinya dalam kehidupan masyarakat modern di era digital. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan. Data primer diperoleh dari karya Al-Farabi Tahsil al-Sa'adah, sedangkan data sekunder berasal dari buku, jurnal, dan penelitian terdahulu yang berkaitan dengan pemikiran Al-Farabi. Analisis data dilakukan menggunakan teknik analisis isi untuk memahami konsep akal, ilmu, pendidikan, dan kebahagiaan dalam perspektif Al-Farabi. Hasil penelitian menunjukkan bahwa Al-Farabi memandang pendidikan sebagai sarana utama untuk mengembangkan potensi akal manusia sehingga mampu memperoleh pengetahuan yang benar, membentuk karakter yang bermoral, serta mencapai kebahagiaan sejati. Kebahagiaan menurut Al-Farabi tidak terletak pada pemenuhan kebutuhan material semata, melainkan pada kesempurnaan akal, kemuliaan akhlak, dan kehidupan sosial yang harmonis. Dalam konteks era digital yang ditandai oleh materialisme dan konsumerisme, pemikiran Al-Farabi tetap relevan sebagai landasan dalam membangun manusia yang berilmu, beretika, dan berorientasi pada nilai-nilai ketuhanan. Dengan demikian, pendidikan menjadi fondasi penting dalam mewujudkan kebahagiaan individu maupun masyarakat secara menyeluruh.
RELEVANSI KONSEP PENYUCIAN JIWA AL GHAZALI DALAM REKONSTRUKSI PENDIDIKAN KARAKTER DI ABAD KE-21
This study explores the relevance of Al-Ghazali’s concept of tazkiyatun nafs (purification of the soul) in 21st-century character education. The research focuses on how spiritual values such as muhasabah (self-reflection), mujahadah (self-control), and the habituation of noble character can address moral crises, weak self-regulation, and the negative impacts of digital technology on youth. Using a qualitative descriptive approach, the study emphasizes the integration of intellectual, emotional, and spiritual dimensions into character education curricula. Findings reveal that tazkiyatun nafs strengthens moral resilience, mental health, and helps shape a generation that is not only digitally competent but also morally upright and spiritually grounded. This concept is highly relevant as a contextual, practical, and adaptive strategy for modern character education.
PRINSIP TAUHID SEBAGAI LANDASAN INTEGRASI ILMU AGAMA DAN SAINS DALAM KURIKULUM
Islamic educational philosophy plays a strategic role in developing a monotheism-based educational paradigm. This paradigm seeks to make the values ​​of faith in Allah the primary foundation for all aspects of education, including curriculum, methods, and ultimate goals. This article examines the concept of monotheism as the core of Islamic educational philosophy and its relevance in addressing the challenges of modern education. This research employed qualitative methods with a descriptive-analytical approach. The results demonstrate that monotheism-based education can shape complete human beings capable of harmonizing spiritual, intellectual, and moral aspects. Therefore, implementing a monotheism-based educational paradigm is essential for developing a generation with character and responsibility, both individually and socially. In addition, tauhid-based education provides a solution to overcome the dualism of education by harmonizing religious and secular knowledge. This approach helps students maintain their Islamic identity while remaining open to the development of science and technology that is in accordance with Islamic values. Therefore, the philosophy of Islamic education based on tauhid not only offers a strong conceptual foundation but also has practical relevance in developing an educational system that guides students toward success and well-being in both worldly life and the hereafter.
ANALISIS KONSEP INSAN KAMIL DALAM TUJUAN PENDIDIKAN ISLAM DI ERA MODERN
The rapid development of digital technology has significantly influenced the character formation of students in Madrasah Ibtidaiyah (Islamic elementary schools), particularly through the emergence of moral and ethical crises characterized by declining respect for teachers and parents, weakened self-control, and reduced spiritual awareness. This condition reflects a shift in educational orientation that prioritizes academic achievement over character and personality development. This study aims to analyze the concept of Insan Kamil within the framework of Islamic educational objectives and examine its relevance as a solution to the moral challenges faced by students in the digital era. This research employs a library research method using data derived from books, scientific journals, and educational documents related to Islamic education, the concept of Insan Kamil, and character education. The collected data were analyzed using content analysis techniques through the processes of identification, categorization, and interpretation of relevant themes. The findings indicate that the concept of Insan Kamil remains highly relevant as an Islamic educational paradigm that promotes a balance between intellectual, spiritual, moral, and social dimensions. Its implementation can be carried out through strengthening ta’dib (adab education), digital role modeling by teachers, character-based evaluation systems, and collaboration between schools and families. Therefore, the integration of digital technology and adab education is a strategic approach to developing knowledgeable, morally upright, and highly integrated generations in accordance with the goals of Islamic education.
REDEFINISI PERAN GURU DALAM PENDIDIKAN ISLAM: DARI PENGAJAR MENJADI PENDIDIK (MURABBI)
The rapid development of science, technology, and globalization has significantly influenced the educational process, including Islamic education. In many educational institutions, teachers are often positioned merely as transmitters of knowledge, while the broader role of character building and moral development receives less attention. This study aims to examine the redefinition of teachers’ roles in Islamic education from being solely instructors to becoming educators (murabbi) who guide students comprehensively. This research employs a qualitative approach through library research by analyzing various scholarly literature related to Islamic educational philosophy and teacher professionalism. The findings reveal that the concept of murabbi emphasizes holistic development encompassing intellectual, spiritual, emotional, moral, and social dimensions. A murabbi is responsible not only for transferring knowledge but also for nurturing values, character, and religious commitment among learners. Therefore, the transformation of teachers into murabbi figures is essential to address contemporary educational challenges and to produce individuals who possess knowledge, faith, and noble character. The study concludes that strengthening the murabbi paradigm can improve the quality and relevance of Islamic education in modern society.
KESEIMBANGAN KEMAMPUAN DIGITALN DAN KECERDASAAN SPIRITUAL DALAM PENDIDIKAN ISLAM DI ERA SOCIETY 5.0
The Society 5.0 era presents both opportunities and challenges for Islamic education, particularly in maintaining a balance between digital competence and spiritual intelligence. This study aims to analyze the importance of integrating these two aspects in developing Muslim generations who are capable of adapting to technological advancements while preserving Islamic values. This research employs a qualitative approach using a library research method. Data were collected from various scientific sources, including books, national and international journals, and relevant policy documents. The data were analyzed through content analysis to identify concepts, challenges, and strategies for developing digital competence and spiritual intelligence within Islamic education. The findings reveal that digital competence is an essential skill for responding to the demands of Society 5.0; however, it must be balanced with spiritual intelligence as a moral and ethical foundation for the responsible use of technology. The integration of digital literacy, Islamic digital ethics, character education, and strengthened collaboration among families, schools, and communities are key strategies for achieving this balance. Therefore, Islamic education can produce generations who are technologically proficient, morally grounded, and capable of utilizing technology for the benefit of society and humanity.
TRANSFORMASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM PADA ERA DIGITAL
The transformation of Islamic Religious Education (PAI) learning in the digital era is a significant phenomenon reflecting a paradigm shift in education from conventional models to technology-based learning that is more interactive, flexible, and student-centered. This study aims to analyze the dynamics of this change, including the opportunities, challenges, and implications for the PAI learning process amidst the development of global digital technology. The method used is library research with a qualitative approach through the analysis of various relevant scientific literature. The results of the study indicate that the integration of digital technology can increase the accessibility of learning resources, strengthen student engagement, and encourage independent learning. However, there are significant challenges such as low digital literacy of educators, the potential for religious disinformation, and the need to strengthen technology-based pedagogical competencies. Therefore, the transformation of PAI learning needs to be directed at a balance between the use of digital technology and the strengthening of authentic Islamic values ​​to remain relevant in shaping students' character in the global era.
MENCEGAH SIFAT SOMBONG PADA PELAJAR: KAJIAN PEMIKIRAN IMAM AL-GHAZALI
This article examines Imam Al-Ghazali’s thoughts on preventing arrogance among students from the perspective of Islamic education. The study is motivated by the phenomenon of modern education, which tends to emphasize academic achievement and fosters a competitive culture that may lead to intellectual arrogance and weaken moral values. This research uses a library research method with a qualitative approach by analyzing Al-Ghazali’s works such as Ihya’ Ulumuddin and Ayyuhal Walad, along with other relevant literature. The findings indicate that arrogance among students arises from a misguided orientation in seeking knowledge, where knowledge is used as a means to gain praise, status, and social recognition. Al-Ghazali emphasizes that preventing arrogance can be achieved through tazkiyatun nafs (purification of the soul), strengthening proper ethics (adab), correcting intention, and practicing knowledge in daily life. Thus, education should not only focus on intellectual achievement but also on the formation of moral character and spiritual development of students.
ANALISIS KONSEP INSAN KAMIL DI ERA MODERN: IMPLEMENTASI DAN TANTANGAN PADA MADRASAH IBTIDAIYAH
This study examines the concept of insan kamil in Madrasah Ibtidaiyah (MI) as an orientation of Islamic education goals in the modern era. The rapid development of technology, globalization, and moral shifts among children require Islamic educational institutions to strengthen holistic educational values. The concept of insan kamil emphasizes the balance between spiritual, intellectual, emotional, and social dimensions in shaping the ideal Muslim personality. This research uses a qualitative approach through library research by analyzing classical and contemporary Islamic education literature. The results show that the implementation of the insan kamil concept in MI can be realized through integrative curriculum development, character education, habituation of worship, teacher exemplary behavior, and digital literacy based on Islamic values. In the modern era, MI not only functions as a place for knowledge transfer but also as a center for forming students with noble character, critical thinking, creativity, and strong religious commitment. Therefore, the concept of insan kamil remains highly relevant as the philosophical foundation of Islamic education to answer contemporary educational challenges.
PENDIDIKAN KARAKTER MELALUI PENDEKATAN KETELADANAN (USWAH HASANAH): TINJAUAN FILSAFAT PENDIDIKAN ISLAM
Character education is a fundamental aspect of the Islamic education system aimed at developing learners into individuals who are faithful, pious, and possess noble character. One of the most effective approaches to instilling character values is uswah hasanah (exemplary conduct). This article aims to analyze character education through the uswah hasanah approach from the perspective of Islamic educational philosophy and its relevance to contemporary educational challenges. The study employed a library research method using a descriptive qualitative approach. Data were collected from books and recent scholarly journal articles and analyzed using content analysis techniques. The findings indicate that the uswah hasanah approach has a strong philosophical foundation in Islamic education because it emphasizes exemplary behavior as the primary means of internalizing moral and spiritual values. Teachers, parents, and leaders serve as role models whose actions significantly influence students' character development. In the digital era, this approach remains highly relevant for nurturing a generation with integrity, responsibility, social awareness, and noble morals (akhlaq al-karimah). Therefore, character education through exemplary conduct is an effective strategy for achieving the objectives of Islamic education, namely producing insan kamil (well-rounded individuals) who are capable of adapting to modern developments while preserving Islamic values.
PENDIDIKAN SEBAGAI PEMBENTUK KARAKTER BANGSA: ANALISIS KONSEP NEGARA IDEAL AL-FARABI
Education is one of the most important instruments in shaping national character and developing a civilized society. This study aims to analyze Al-Farabi's concept of the ideal state and examine the role of education in shaping national character based on his philosophical thought. This research employs a library research method by utilizing various sources, including books, scientific journals, academic articles, and Al-Farabi's works relevant to the topic. The collected data were analyzed using content analysis to identify the relationship between education, character formation, and the concept of the ideal state. The findings reveal that Al-Farabi viewed education as the primary means of developing knowledgeable, virtuous, and socially responsible individuals. In the concept of Al-Madinah Al-Fadhilah, education plays a strategic role in creating citizens who possess moral virtues and contribute to achieving collective happiness. Furthermore, Al-Farabi's ideas remain relevant in addressing contemporary moral challenges, particularly in strengthening character education in Indonesia. Therefore, value-based and moral-oriented education should continue to be developed as a foundation for building a harmonious, ethical, and prosperous society.
INTEGRASI EPISTEMOLOGI ISLAM DAN SAINS BERBASIS TAUHID DALAM KURIKULUM
This study examines the principle of tauhid as the philosophical foundation for integrating religious and scientific knowledge within the educational curriculum, particularly in Madrasah Ibtidaiyah (MI). The rapid advancement of science and technology in the digital era has created a dichotomy between religious and secular sciences, resulting in fragmented understanding among students. Islamic education requires a holistic paradigm that unites all branches of knowledge within the framework of divine values. The principle of tauhid emphasizes the unity of Allah as the source of all knowledge and serves as a conceptual basis for harmonizing religious teachings with scientific inquiry. This research employs a qualitative approach through library research by analyzing classical and contemporary literature on Islamic education, curriculum development, and the concept of knowledge integration. The findings indicate that the implementation of the tauhid-based curriculum can be realized through integrative learning, contextual teaching strategies, character education, and the incorporation of Islamic values into science subjects. Such an approach encourages students to develop spiritual awareness, scientific literacy, critical thinking skills, and moral responsibility simultaneously. Therefore, the principle of tauhid remains highly relevant as a philosophical foundation for developing an integrated curriculum that responds to contemporary educational challenges while maintaining Islamic values.
KRITIK IBNU KHALDUN TERHADAP METODE MENGHAFAL TANPA PEMAHAMAN DALAM PENDIDIKAN ISLAM
This article examines Ibn Khaldun's critique of rote memorization without comprehension in Islamic education and its relevance to modern educational practices. Using a library research approach with content analysis technique, this study explores Ibn Khaldun's thought as articulated in the Muqaddimah and other relevant sources. The findings indicate that Ibn Khaldun viewed education as a process of developing intellect and character, not merely accumulating memorized content. He sharply criticized mechanical teaching methods for weakening students' reasoning capacities. This research finds that such criticism remains highly relevant in addressing the modern educational phenomenon of examination-oriented and rote-memorization-based learning. Ibn Khaldun offers a graduated, comprehension-based, and humanistic learning model suited to the intellectual development of students. By integrating this thought into contemporary Islamic educational curricula, it is hoped that a generation of Muslims will emerge who not only memorize religious texts but also understand, internalize, and apply their values critically and creatively.
TAZKIYATUN NAFS SEBAGAI PARADIGMA INTEGRATIF: MENGURAI KRISIS KARAKTER DALAM PUSARAN TEKNOLOGI ABAD KE-21
The acceleration of technology in the 21st century has created a discrepancy between technical competency achievements and the moral-spiritual character resilience of students. This study aims to examine the relevance of Al-Ghazali’s concept of Tazkiyatun Nafs (purification of the soul) as a value architecture in contemporary character education. Using library research and philosophical analysis, this study dissects how takhalli (renunciation of negative traits), tahalli (cultivation of virtues), and tajalli (actualization of values) can function as integrative mechanisms to respond to identity crises and ethical fragility in the digital era. The findings demonstrate that Al-Ghazali’s thought transcends mere cognitive orientation by emphasizing robust emotional-spiritual development. This integration offers a comprehensive curriculum-pedagogy framework, enabling students not only to be digitally proficient but also to possess integrity, responsibility, and social awareness grounded in adab (ethical refinement). Thus, Tazkiyatun Nafs serves as a therapeutic solution for reorienting character education amidst the vortex of modern moral challenges. Abstrak : Akselerasi teknologi di abad ke-21 telah menciptakan diskrepansi antara pencapaian kompetensi teknis dan ketangguhan karakter moral-spiritual peserta didik. Penelitian ini bertujuan untuk menguji relevansi konsep Tazkiyatun Nafs (penyucian jiwa) Al-Ghazali sebagai arsitektur nilai dalam pendidikan karakter kontemporer. Menggunakan metode studi kepustakaan dan analisis filosofis, penelitian ini membedah bagaimana takhalli, tahalli, dan tajalli dapat difungsikan sebagai mekanisme integratif untuk merespons krisis identitas dan kerapuhan etika di era digital. Hasil penelitian menunjukkan bahwa pemikiran Al-Ghazali melampaui orientasi kognitif semata dengan menekankan pengembangan emosional-spiritual yang kokoh. Integrasi ini menawarkan kerangka kurikulum-pedagogi yang komprehensif, memungkinkan peserta didik tidak hanya cakap secara digital, tetapi juga memiliki integritas, tanggung jawab, dan kesadaran sosial yang berlandaskan adab. Dengan demikian, Tazkiyatun Nafs berperan sebagai solusi terapeutik untuk mereorientasi pendidikan karakter di tengah pusaran tantangan moral modern.
INTEGRASI MAQASHID AL-SYARIAH DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM UNTUK MENJAWAB DILEMA ETIKA TEKNOLOGI DIGITAL
The development of the digital era has created new challenges for Islamic education, particularly in developing a curriculum that integrates technological advancement with Islamic values. This article aims to analyze the implementation of Al-Maqāṣid Al-Sharī‘ah principles in Islamic education curriculum as an effort to respond to changes and educational needs in the digital era. This study employs a library research method by examining relevant literature, academic journals, and educational documents. The findings indicate that Al-Maqāṣid Al-Sharī‘ah can serve as a foundation for curriculum development by strengthening religious values, improving intellectual development, building students’ character, and encouraging responsible use of technology. The implementation of principles such as ḥifẓ al-dīn (preservation of religion) and ḥifẓ al-‘aql (preservation of intellect) plays an important role in developing students who are not only digitally competent but also possess Islamic ethics and moral values. However, its implementation still faces challenges, including negative impacts of technology and changes in students’ behavior. Therefore, an adaptive curriculum development strategy is needed to ensure that Islamic education remains relevant in facing the demands of the digital era.
ADAB MENCARI ILMU MENURUT IMAM AL-GHAZALI DAN RELEVANSINYA DALAM MEMBENTUK AKHLAK SISWA DI ERA DIGITAL
The rapid development of digital technology has significantly transformed learning processes, while simultaneously creating moral challenges such as declining communication ethics, reduced respect for teachers, cyberbullying, and the spread of unverified information. This study aims to analyze Imam Al-Ghazali’s concept of etiquette in seeking knowledge and its relevance to the formation of students’ character in the digital era. This research employs a qualitative library research method. Data were collected from relevant literature, including Al-Ghazali’s works, scholarly journals, and previous studies, and were analyzed using content analysis techniques. The findings reveal that Al-Ghazali’s concept of learning etiquette is founded upon five main pillars: sincerity of intention, purification of the heart, respect for teachers, diligence in learning, and the application of knowledge in daily life. These values are highly relevant to addressing moral challenges in the digital age, as they contribute to the development of students who are disciplined, responsible, ethical, and wise in utilizing technology. Therefore, integrating Al-Ghazali’s educational values into contemporary digital learning can serve as a strategic foundation for nurturing knowledgeable individuals with strong moral character who are capable of navigating modern technological developments wisely and responsibly.
The development of education in the modern era requires a transformation of teachers' roles, no longer limited to transmitting knowledge but also serving as educators who contribute to students’ character and personality development. In the perspective of Islamic education, this role is embodied in the concept of murabbi, an educator responsible for guiding, nurturing, and developing students’ potential in a holistic manner. This study aims to analyze the redefinition of teachers’ roles in Islamic education from mere instructors to educators (murabbi) and to examine its relevance in addressing contemporary educational challenges. The study employs a library research method with a descriptive qualitative approach through the analysis of relevant literature, including books, scholarly articles, and Islamic education journals. The findings reveal that the concept of murabbi positions teachers as role models who not only transfer knowledge but also instill moral, spiritual, and social values in students. The role of teachers as murabbi has become increasingly significant amidst technological advancements and social changes that may influence the character of younger generations. Therefore, strengthening the role of teachers as murabbi is essential to achieving the objectives of Islamic education, namely producing individuals who are knowledgeable, faithful, and possess noble character.
DAMPAK ORIENTASI BERBASIS STANDAR TERHADAP TUJUAN SPIRITUAL PENDIDIKAN ISLAM
The standard-based curriculum has been widely implemented to improve educational quality, accountability, and effectiveness through measurable learning outcomes. However, within the context of Islamic education, this orientation presents challenges because the primary objective of education extends beyond academic competence to include the development of faith, piety, noble character, and students' spiritual awareness. This study aims to analyze the characteristics of the standard-based curriculum, examine its impact on the spiritual objectives of Islamic education, and formulate an integrative perspective for curriculum development. The research employed a qualitative approach using a library research method. Data were collected from books, national and international journal articles, and educational policy documents, and analyzed through content analysis. The findings indicate that a standard-based curriculum contributes positively to improving instructional quality, educational planning, assessment, and institutional accountability. Nevertheless, an excessive emphasis on achieving academic standards tends to reduce attention to the internalization of spiritual values, character formation, and moral development. Therefore, Islamic education curriculum development should adopt an integrative approach that balances academic competency with spiritual formation through effective learning strategies, habituation, exemplary practices, and comprehensive assessment systems. Such an approach is expected to produce graduates who are not only academically competent but also possess strong spiritual values and Islamic character.
RELEVANSI KONSEP KELUARGA SEBAGAI PENDIDIK PERTAMA DALAM FILSAFAT PENDIDIKAN ISLAM DI ERA MODERN
The family occupies a strategic position as the first educational institution in the process of shaping a child's personality. However, the rapid development of technology, changes in parenting patterns, and the increasing influence of external environments have weakened the educational function of the family, leading to challenges in the formation of children's moral and spiritual values. This study aims to analyze the role of the family as the first educational institution from the perspective of Islamic philosophy. The research employs a qualitative approach using a library research method. Data were collected from the Qur'an, Hadith, books on Islamic educational philosophy, and relevant scientific journal articles. The data were analyzed through content analysis by identifying key concepts, categorizing themes, and interpreting their philosophical meanings. The findings reveal that, in Islamic philosophy, the family is not merely a biological and social unit but also the primary educational institution responsible for nurturing faith, morality, and character. The family serves as the first environment for preserving and developing the child's innate nature (fitrah) through faith-based education, moral guidance, exemplary behavior, and habituation of worship. In the modern era, strengthening the educational role of the family has become increasingly urgent to address moral challenges arising from globalization and digital transformation. Therefore, the family remains the fundamental foundation for achieving the objectives of Islamic education and developing morally upright individuals.
MEMBANGUN KEMANDIRIAN SISWA: TITIK SEMU KONSEP MERDEKA BELAJAR DAN PRINSIP PENDIDIKAN ISLAM
This study critically examines the concept of student independence within the Merdeka Belajar curriculum and identifies the potential emergence of a “pseudo-independence” when independence is interpreted merely as technical freedom without a strong value-based foundation. The research employs a qualitative library research method using content analysis and critical analysis of educational policy documents, Islamic education literature, and previous studies. The findings indicate that independence in Merdeka Belajar is largely oriented toward learning autonomy and self-regulated learning; however, in practice, it may be distorted when detached from moral and spiritual orientation. This condition produces pseudo-independence characterized by confusion in direction, external influence dominance, and pragmatic tendencies in learning processes. The study further reveals that Islamic Education provides a corrective framework through the concepts of taklif, istikhlaf, adab, and the integration of reason and revelation, positioning independence as a form of accountability before Allah. Therefore, the integration of Islamic educational values serves as a crucial foundation for reconstructing student independence so that it is not only academically autonomous but also morally and spiritually grounded.