Teacher Personality in Islamic Education: A Comparative Study of Ibn Sina, Al-Ghazali, and Malik Badri
Main Article Content
Abstract
Teacher personality is central to Islamic education, where teachers contribute to students’ intellectual, moral, and spiritual development. Existing discussions emphasize professional competence and psychological characteristics, while philosophical, ethical, and Islamic psychological perspectives warrant further conceptual exploration. This study examines teacher personality through a comparative analysis of the perspectives of Ibn Sina, Al-Ghazali, and Malik Badri. A qualitative library research approach was employed, using document analysis and thematic analysis of relevant primary and secondary sources in Islamic philosophy, ethics, psychology, and education. The findings identify three interconnected dimensions of teacher personality: intellectual development, ethical and spiritual formation, and psychological awareness. Ibn Sina emphasizes rational capacity, self-awareness, and intellectual development as foundations of human personality. Al-Ghazali foregrounds moral integrity, sincerity, self-discipline, and the relationship between knowledge and ethical conduct. Malik Badri emphasizes critical engagement with modern psychology and an understanding of human nature grounded in Islamic principles. Together, these perspectives conceptualize teachers as knowledgeable professionals, moral role models, and reflective individuals. The study concludes that teacher personality in Islamic education requires an integrated understanding of intellectual, ethical, spiritual, and psychological dimensions. It contributes to Islamic educational studies by bringing these perspectives into a coherent conceptual framework for understanding teacher personality.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Angraini L.M. (2027)Integrating Computational Thinking and Islamic Values in Geometry Learning: Effects on Pre-Service Primary Teachers’ Conceptual UnderstandingAsean Journal of Educational Research and Technology, 6(1), 67-78
-
Khasanah A.N. (2027)Self-Health Literacy Among Students in Islamic School Science Education: A Comparative Analysis Across Gender, Grade Level, and School ContextAsean Journal of Educational Research and Technology, 6(1), 93-106
-
Unyaphatariyakool S. (2027)Science Teachers’ Learning Management Competency through Professional Learning Communities to Promote Scientific Creativity and Sustainable Development Goals (SDGs)Asean Journal of Educational Research and Technology, 6(2), 241-252
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
Atmasari, R., Nur, K., Utomo, E. I., & Rahmayanti, K. (2026). The legacy of Ibn Sina’s thought on the development of Islamic psychology: A historical literature review. Journal La Sociale, 7(1), 31–41. https://doi.org/10.37899/journal-la-sociale.v7i1.2704
Bernus, G., Echica, K., Tiana, S. L., & Trayvilla, J. (2026). Flexible benefits and employee retention: A systematic literature review and thematic synthesis. International Journal of Research and Innovation in Social Science, 10(5), 10733–10764. https://doi.org/10.47772/IJRISS.2026.100500723
Çiftçi, M. (2025). [Review of the book Islamic psychology: Human behaviour and experience from an Islamic perspective, by G. H. Rassool]. Mental Health, Religion & Culture, 28(9), 971–976. https://doi.org/10.1080/13674676.2025.2609562
Graham, T. (2026). Truth markets and the consensus trap: Twenty years of Twitter as epistemic infrastructure. M/C Journal, 29(2). https://doi.org/10.5204/mcj.3250
Haque, A. (2004). Psychology from Islamic perspective: Contributions of early Muslim scholars and challenges to contemporary Muslim psychologists. Journal of Religion and Health, 43(4), 357–377. https://doi.org/10.1007/s10943-004-4302-z
Harto, J., Ma’mur, I., Ali, M., & Hasanah, U. (2026). Epistemology in the perspective of Islamic philosophy of science: The integration of revelation, intellect, and spiritual experience in the Islamic intellectual tradition. TADBIRUNA, 5(2), 396–409. https://doi.org/10.51192/jurnalmanajemenpendidikanislam.v5i2.2541
Helwa, S. A. (2017). Al-Ghazālī’s conception of the purification of the self: Reflections from Iḥyā’ ‘Ulūm al-Dīn (revival of the religious knowledge) [Master’s thesis, The American University in Cairo]. AUC Knowledge Fountain. https://fount.aucegypt.edu/etds/404/
Huyen, B., & Huong, T. (2026). Negotiating professional identity under institutional constraints: Emotional experiences of novice EFL teachers at a private university in Hanoi. International Journal of Social Science and Human Research, 9(4). https://doi.org/10.47191/ijsshr/v9-i4-19
Ivanova, S. V. (2026). Lexicon of traditional food in the poetry of A. E. Kulakovsky: Composition, semantics, and artistic functions. Altaistics, (3), 50–60. https://doi.org/10.25587/2782-6627-2026-3-50-60
Mashwani, H. U., & Fawad, A. F. (2025). Interpreting meaning in words: Exploring thematic analysis as a qualitative data analysis method. Sayed Jamaluddin Afghan University-International Journal of Social Science (IJSS-SJAU), 1(1), 67–79. https://doi.org/10.68233/sjau.01012025-7
Mirzayev, H. (2026). The functional role of alliteration and assonance in H. Arif’s poetic language. International Science Journal of Education & Linguistics, 5(3), 54–63. https://doi.org/10.46299/j.isjel.20260503.07
Moradi Sangachini, A., Saremi, H., & Moghani Rahimi, K. (2026). A critical reading of the Islamic city and architecture in the thought of Seyyed Hossein Nasr. Iranian-Islamic City Studies, 16(61), 1–24. https://iic.ihss.ac.ir/en/Article/51132
Muhammad, F., Amin, A. Z., & Mubin, N. (2026). The relevance of Kurikulum Merdeka to Al-Ghazali’s educational philosophy. Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan, 8(1), 160–169. https://doi.org/10.55606/506h5t50
Nazarudin, L., & Mukarom, M. (2026). Internalization of akhlak values in Islamic education: Al-Ghazali’s perspective for addressing moral crisis. IQRO: Journal of Islamic Education, 9(1), 79–92. https://doi.org/10.24256/iqro.v9i1.9712
Rizza, M., Amalina, F., Syisyani, A. A., & Mujib, F. (2026). Teacher personality in Islamic perspective based on the Qur’an and Hadith. Journal of Multidisciplinary Science: MIKAILALSYS, 4(3), 7827–7849. https://doi.org/10.58578/mikailalsys.v4i3.12298
Rizza, M., Azahra, S. N., Harvia, D. S., & Fathin, A. S. (2026). The concept of teacher personality in Islamic education: Exploring Qur’anic principles and prophetic guidance. Journal of Multidisciplinary Science: MIKAILALSYS, 4(3), 7947–7973. https://doi.org/10.58578/mikailalsys.v4i3.12309
Rizza, M., Azizah, A., Zakaria, A. Z., & Ramadhan, F. S. (2026). Understanding teacher personality and professional character through integrated psychological theories. Journal of Multidisciplinary Science: MIKAILALSYS, 4(3), 7574–7600. https://doi.org/10.58578/mikailalsys.v4i3.12246
Rohman, M. (2026). Reconstruction of the character education concept based on tazkiyat al-nafs in Ihya’ Ulum al-Din by Abu Hamid al-Ghazali as a response to the moral crisis of the digital generation. Attanwir: Jurnal Keislaman dan Pendidikan, 17(1), 87–102. https://doi.org/10.53915/attanwir.v17i01.135
Shiddiq, M. A., Almursyidi, M. F., & Islamy, M. Z. (2026). The relevance of contemporary Islamic education in the thought of Syed Muhammad Naquib Al-Attas. INNOVASI: Jurnal Inovasi Pendidikan, 12(1), 697–703. https://doi.org/10.64540/02cqsc77
Tayyebi, A. (2025). A comparative analysis of the methodologies of Mulla Sadra and Kant in explaining reality and knowledge. حکمت معاصر, 16(1), 93–119. https://doi.org/10.30465/cw.2025.51730.2105
Tinanto, G. F., Abdullah, B., Rizal, A. F., & Prasetia, B. (2026). Konsep Pendidikan Karakter dalam Perspektif Al-Ghazali dan Relevansinya terhadap Pendidikan Modern. PARADIGMA: Jurnal Pemikiran dan Penelitian Pendidikan, 12(1), 299–308. https://doi.org/10.64540/3tgd0p86
Urrahmi, A., Hanafiah, U. I. M., & Sudarisman, I. (2026). Interpreting sacred space: A Peircean semiotic study of symbolic meaning in Al-Safar Mosque. ARTEKS: Jurnal Teknik Arsitektur, 11(2), 577–586. https://doi.org/10.30822/arteks.v11i2.5015
Xianzhou, M., & Abu Bakar, N. I. (2026). Exploring ethnic minority teachers’ construction and negotiation of professional identities in Shandong, China. International Journal of Academic Research in Progressive Education and Development, 15(3), 167–177. https://doi.org/10.6007/IJARPED/v15-i3/28511
Zulkefli, M. S. (2026). Islamic psychology and human well-being: An integrative framework from classical Islamic thought to contemporary psychological perspectives.
Article Sidebar
Page Numbers:
8251-8271
Digital Object ID:
Viewed: 19 times
Downloaded: 15 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:
Copyright :Authors retain copyright and grant the journal right of first publication.
Explore Our Journals
Find the journal that best fits your research. If this journal does not match your manuscript’s scope, explore our portfolio below to select a more suitable publication venue.