Reconsidering Al-Ghazali's Educational Thoughts in the Millennial Era
Article Sidebar
Page Numbers:
1513-1526
Digital Object Identifier:
10.58578/alsys.v5i4.6600
Viewed: 267 times
Downloaded: 206 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Munjahid Munjahid1* 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Al-Ghazali, through his seminal work Iḥyā’ ‘Ulūm al-Dīn, has made enduring contributions to Islamic educational thought. However, certain aspects of his philosophy, such as the dichotomy of knowledge and the authoritative role of the teacher have sparked debate when examined in light of contemporary educational challenges. This study seeks to reassess the relevance of Al-Ghazali's educational philosophy within the context of the millennial generation, focusing on academic objectives, pedagogical approaches, epistemology, and the ethics governing educators and learners. Employing a qualitative, descriptive literature review method, the research analyzes Al-Ghazali’s primary texts alongside relevant secondary sources. Findings indicate that while Al-Ghazali’s educational paradigm shaped by his Sufi orientation, emphasizes character formation and spiritual development, several of his more traditional views warrant critical reevaluation. Specifically, the rigid classification of knowledge and the absolute authority of teachers may hinder adaptation to 21st-century educational demands, which prioritize creativity, collaboration, and technological integration. Nevertheless, core elements of his thought, such as the integration of moral values, the principle of gradual learning, and the emphasis on self-purification, remain pertinent to contemporary character education. Accordingly, Al-Ghazali’s educational philosophy continues to offer both inspiration and a critical framework for shaping a progressive and contextually grounded model of Islamic education in the millennial era.
Citation Metrics:
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Al-Fuadi, F., & Ulum, M. (2024). Otoritarianisme dan Kemandegan Falsafah Di Dunia Islam: Peran Imam Abu Hamid Al-Ghazali dalam Patronase Ulama-Negara dan Pengaruhnya kepada Kemandegan Tradisi Falsafah di Dunia Islam. ABHATS: Jurnal Islam Ulil Albab, 5(1). https://doi.org/https://doi.org/10.20885/abhats.vol5.iss1.art2
Alaslan, A. (2021). Metode Penelitian Kualitatif. In Rajawali Pers. Rajawali Pers.
Alfaruqi, D. (2017). Korelasi Hak Asasi Manusia dan Hukum Islam. Universitas Islam Negeri Syarif Hidayatullah.
Alwizar. (2015). Pemikiran Pendidikan Al-Ghazali. Potensia: Jurnal Kependidikan Islam, 1(1). https://doi.org/http://dx.doi.org/10.24014/potensia.v1i1.1245
Duryat, M. (2021). Paradigma Pendidikan Islam: Upaya Penguatan Pendidikan Agama Islam di Institusi yang Bermutu dan Berdaya Saing. Alfabeta.
El-Mawa, M. (2020). Aswaja NU & Etika Berpolitik. LKiS.
Elvianda, M., & Holid, S. (2025). Konsep Pembinaan Karakter Islami dalam Kitab Minhajul Abidin Karya Imam Al-Ghazali. Edu Society: Jurnal Pendidikan, Ilmu Sosial Dan Pengabdian Kepada Masyarakat, 5(1). https://doi.org/https://doi.org/10.56832/edu.v5i1.783
Fabriar, S. R. (2024). Dakwah di Era Digital: Potret Aktivitas Dakwah Nawaning. PT Nasya Expanding Management.
Fadhilah, Z. H., & Hudaidah, H. (2025). Paradigma Baru Pendidikan Islam Kontemporer di Indonesia. Paramurobi: Jurnal Pendidikan Agama Islam, 4(1). https://doi.org/https://doi.org/https://doi.org/10.32699/paramurobi.v4i1.1787.
Faizin, M., Sari, W. P., Pramita, N. W., & Faruq, S. (2022). Tantangan dan Metode dalam Menerapkan Konsep Pendidikan Akhlak Perspektif Al-Ghazali di Era Modernisaasi Terhadap Generasi Milenial. Jurnal Ilmiah Wahana Pendidikan, 8(2). https://doi.org/https://doi.org/10.5281/zenodo.7486411
Firdasari, A. A. R., & Bakar, M. Y. A. (2025). Pendidikan Islam Perspektif Al-Ghazali: Integrasi Nilai-Nilai Spiritual dan Akhlak dalam Pembelajaran. Putih: Jurnal Pengetahuan Tentang Ilmu Dan Hikmah, 10(1). https://journal.mahadalyalfithrah.ac.id/index.php/PUTIH/article/view/39
Hidayati, & Aisyah, N. (2021). Konsep Pendidikan Islam Menurut Al-Ghazali (Sebuah Analisis Terhadap Kurikulum PAI). HIKMAH: Jurnal Pendidikan Islam, 10(1). https://doi.org/http://dx.doi.org/10.55403/hikmah.v10i1.261
Hobir, A. (2011). Pengaruh Sufisme Al-Ghazālī terhadap pendidikan Pondok Pesantren Miftahul Huda (PPMH) Gading Kota Malang. UIN Maulana Malik Ibrahim Malang.
Husniyah, N. I., Hakim, N., & Salim, N. (2023). Konsep Ideal Pendidikan Islam Prespektif Imam Al Ghozali. STUDIA RELIGIA, Jurnal Pemikiran Dan Pendidikan Islam, 7(2). https://journal.um-surabaya.ac.id/Studia/article/download/20588/7109
Irawan, E. F., & Rohman, F. (2025). Rekonstruksi Konsep Pendidikan Agama Islam Berbasis Etika Spiritual: Studi Kritis atas Pemikiran Pendidikan al-Ghazali. IQRO: Journal of Islamic Education, 8(1). https://doi.org/https://doi.org/10.24256/iqro.v8i1.6618
Khairani, A. (2013). Prinsip-Prinsip Pendidikan Islam. Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam, 3(2). https://doi.org/https://doi.org/10.18592/jtipai.v3i2.1860
Khoir, F. (2023). Konsep Pendidikan Karakter (Telaah Kitab Ayyuhal Walad Karya Al-Ghazali). Tadris : Jurnal Penelitian Dan Pemikiran Pendidikan Islam, 17(2). https://doi.org/https://doi.org/10.51675/jt.v17i2.436
Lestari, A. (2020). Pemikiran Al-Ghazali Tentang Pendidikan dan Relevansinya terhadap Pendidikan Islam pada Anak di Era Milenial. Institut Agama Islam Negeri Curup.
Mubarok, M. F. (2020). Ilmu dalam Perspektif Imam Al-Ghazali. Kontemplasi: Jurnal Ilmu-Ilmu Ushuluddin, 8(1). https://doi.org/https://doi.org/10.21274/kontem.2020.8.1.22-38
Mukromin. (2019). Pemikiran Imam Al-Ghazali dalam Pendidikan Islam. Jurnal Paramurobi, 2(1). https://ojs.unsiq.ac.id/index.php/paramurobi/article/download/814
Rahman, R. A., Iqbal, M., & Husni, M. (2023). Teori Kemunduran Peradaban Islam Al-Ghazali Menurut Ahmet T. Kuru. JIS: Journal Islamic Studies, 2(1). https://doi.org/https://doi.org/10.71456/jis.v2i1.631
Rahmi, M. A., Zalnur, M., & Masyhudi, F. (2024). Madrasah Nizhamiyah sebagai Tempat Penyebaran Ortodoksi Sunni. MERDEKA : Jurnal Ilmiah Multidisiplin, 2(2). https://doi.org/https://doi.org/10.62017/merdeka.v2i2.3160
Rasiani, A., Lubis, D. S., & Sari, H. P. (2024). Relevansi Pemikiran Pendidikan Al-Ghazali dalam Konteks Pendidikan Modern. QOSIM : Jurnal Pendidikan Sosial & Humaniora, 2(2). https://doi.org/https://doi.org/10.61104/jq.v2i2.443
Rizali, A. (2009). Dari Guru Konvensional Menuju Guru Profesional. Grasindo.
Rosidah, G. R., Syamil, A., Hurit, R. U., Asman, A., Lestariningsih, Radjawane, L. E., Bagenda, C., Amane, N. F. P. O., Saloom, C. P. T., S, S., Fadhilatunisa, N. B. G., & Fakhri, M. M. (2023). Metodologi Penelitian Kuantitatif Kualitatif dan Kombinasi (S. Bahri (ed.)). CV Media Sains Indonesia.
Rusyd, I. (2020). Filsafat Islam dan Masalah Kemunduran Peradaban Islam. Universitas Paramadina.
Sahrasad, H., & Chaidar, A. (2017). Fundamentalisme, Terorisme, dan Radikalisme. Freedom Foundation.
Satori, D., & Komariah, A. (2017). Metode Penelitian Kualitatif. Alfabeta.
Subakri, S. (2020). Peran Guru dalam Pandangan Al-Ghazali. Jurnal Pendidikan Guru, 1(2). https://doi.org/https://doi.org/10.47783/jurpendigu.v1i2.165
Subakti, T. (2019). Filsafat Islam (Sebuah Studi Kajian Islam Melalui Pendekatan Filsafat Al-Ghazali dan Al-Farabi). Jurnal Studi Islam: Pancawahana, 14(1). https://ejournal.kopertais4.or.id/tapalkuda/index.php/pwahana/article/view/3356
Syafril, S. (2017). Pemikiran Sufistik Mengenal Biografi Intelektual Imam al-Ghazali. Syahadah, 5(2). https://doi.org/https://doi.org/10.32520/syhd.v5i2.184
Syauqy, A. (2019). Pemikiran Al-Ghazali tentang Pendidikan Islam dan Relevansinya terhadap Pendidikan Islam di Madrasah. UIN Syarif Hidayatullah Jakarta.
Syofrianisda, S., & Abduh, M. A. (2017). Corak dan Pengaruh Tasawuf Al-Ghazali dalam Islam. Jurnal Ushuluddin, 25(1). https://doi.org/http://dx.doi.org/10.24014/jush.v25i1.2559
Wirayanti, Erna, Cherawati, & Khaerani. (2024). Metode Pendidikan Tradisional Pesantren dalam Membina Akhlak Santri (Studi Pesantren Nahdlatul Ulum Kabupaten Maros). Socius: Jurnal Penelitian Ilmu-Ilmu Sosial, 1(10). https://doi.org/https://doi.org/10.5281/zenodo.13896925
Yuliyanti, R. (2017). Hubungan Guru dan Murid Menurut KH. Hasyim Asy’ari dan Implementasinya dalam Tradisi Pembelajaran di Pondok Pesantren Nurul Hikmah. UIN Raden Intan Lampung.