Character Value Internalization in the Educational Thought of Al-Zarnuji and Al-Ghazali: A Comparative Analysis of Ta'lim al-Muta'allim and Ayyuha al-Walad
DOI:
https://doi.org/10.15575/atthulab.v11i1.54931Keywords:
Al-Zarnuji, Al-Ghazali, Character EducationAbstract
Character education has become an increasingly urgent issue in response to the moral challenges faced by younger generations in the era of globalization and digitalization. The weakening of ethical values in contemporary education highlights the need to revisit classical Islamic educational thought as a source of guidance for holistic character formation. This study aims to compare the concepts of character education proposed by Imam Al-Zarnuji in Ta'lim al-Muta'allim and Imam Al-Ghazali in Ayyuha al-Walad and to examine their relevance to contemporary student development. The research employed a qualitative approach using a library research design. Primary data were obtained from the two classical texts, while secondary data were drawn from relevant books, journal articles, and other scholarly publications. Data were collected through document analysis and analyzed using qualitative content analysis. The findings reveal that Al-Zarnuji emphasizes character formation through proper learning etiquette, sincere intention, respect for teachers, and love of knowledge, whereas Al-Ghazali highlights spiritual purification through self-reflection (muhasabah), sincerity, and the integration of knowledge with righteous action. Both scholars regard knowledge as a means of cultivating noble character and strengthening one's relationship with Allah. The integration of these complementary perspectives provides a comprehensive framework for developing character education that balances cognitive, moral, spiritual, and social dimensions, offering valuable implications for contemporary Islamic education.
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