Rekonstruksi Pemikiran Imam Al-Ghazali Tentang Pendidikan Akhlak dan Relevansinya bagi Pembelajaran di Madrasah Ibtidaiyah

Abstract

Moral education is a fundamental component of Islamic education because educational success should not be measured solely by students' cognitive achievement but also by the development of virtuous behavior. Contemporary learning at Madrasah Ibtidaiyah faces challenges not only in cognitive development but also in cultivating discipline, responsibility, respect for teachers and parents, self-control, and the ability to implement religious values in daily life. In this context, Imam al-Ghazali's thought on moral education deserves renewed examination. This study aims to analyze al-Ghazali's concept of moral education and examine its relevance to learning at Madrasah Ibtidaiyah. This research employed a qualitative approach using library research. Primary sources consisted mainly of al-Ghazali's Ihya’ ‘Ulum al-Din and Ayyuha al-Walad, while secondary sources included relevant books, journal articles, and previous studies. Data were analyzed using content analysis through data reduction, categorization, interpretation, and contextualization. The findings indicate that al-Ghazali's moral education is founded on the integration of knowledge and action, habituation of virtuous behavior, teacher exemplarity, purification of the soul (tazkiyat al-nafs), self-control, sincere intention, respect for teachers and parents, and orientation toward closeness to God. Its relevance to Madrasah Ibtidaiyah learning can be realized through exemplary learning, habituation, meaningful experiences, dialogue and advice, strengthening learning etiquette, integrating moral values across subjects, and assessment covering cognitive, affective, and behavioral dimensions. These findings demonstrate that al-Ghazali's thought can be reconstructed into a pedagogical framework relevant to strengthening moral education in Islamic primary education.