the relevan of al ghazali philosophy

1. The Relevance of Al Ghazali's philosophy in school can be describe from several factors. Al-
Ghazali's conception of education was strongly influenced by Sufism. According to Sulaiman,
(2005) “Early education is very crucial to shape the life of a person which begins with
childhood”. The National Preschool Standard Curriculum is based on the National
Philosophy of Education and National Principle Indeed. In the context of Islamic Education,
education should be based on Al-Quran and As Sunnah which is based on monotheism and the
oneness of Allah SWT. Failure to place the Qur’an and As-Sunnah in Islamic Education will
result in failure in shaping a Muslim personality who is committed to the demands of religion.
Thus, Islamic Education offers integrated education, and it covers the spiritual, emotional,
mental, and physical aspects with making spirituality the core of construction. In addition,
Islamic Education also includes, ilmu fardu ain and kifayah as stated by Imam AI-Ghazali.
Science is divided to two namely religious knowledge and intellectual knowledge. Both can be
classified into praiseworthy knowledge (mahmudah) and reprehensible knowledge
(mazmumah). Learning standards to be achieved through core-based activities. Spirituality,
attitudes, and values especially the Islamic Education curriculum is what students can know
the basics of Rukun Iman, Rukun Islam, Sirah Rasulullah and recite Dua Kalimah Syahadah.
At the same time, students can purify, perform ablution, and perform movements prayers,
emulate some of the morals of the Prophet and perform daily practices according to manners.
Pupils can also know the basics of the Al Quran language, hijayah and Jawi letters and
memorize some short chapters and selected prayers.
Based on AI-Ghazali, the goal of a human is to achieve happiness close to God, this means, he
held fast to the belief in God. Regarding from his philosophy, we can associate with our
National Principle Indeed. The National Principle Indeed was formulated with the intention
of providing guidance for nation-building efforts. The National Philosophy of Education, the
Federal Constitution, and the National Principle Indeed provided basic guiding principles for a
faith-based moral education. Nation and the State was created based on a strong belief in God.
According to Abd Rahman, M. R. B. (2019),” Belief concerns the human confidence that the
surrounding environment that does not exists but provided by the God”. It would make the
sovereign country or nation thru these religions’ belief. Pillars of the drafters of the committee
recognize the importance of belief in God and religion in human life. God has a major influence
on people's lives and, thus, there are absolute values based on the teaching of religion and
relative values created by human minds.

2. Al-Ghazali did not remain indifferent but indeed ardently refuted the various interpretations
related to the issue of good deeds which he considered as heretical. Thus, individuals should
exemplify devotions, trust a responsibility to the God in respect of efforts to administer and
develop the environment. Responsible towards God, race, and nation in performing their duties
with honesty and dedicatedly is what hoped by the government in producing their citizen.
Besides responsible the personal well-being is also very important as it contribute to the
betterment of the family, religion and even the nation.
The opinions of al-Ghazali related curriculum as subject to be taught in an institution are very
relevant to Islamic education today. It is in line with the opinion of Al-Abrasyi (1396) that the
goal of Islamic education, according to him, are forming morals, preparing the students to live
in the world and in the hereafter, mastering the science, and preparing the skilful people in the
society. It is clearly highlighted in the National Education Philosophy (NPE), in developing
balanced and harmonious individuals. According to Gunawan, G., & Lestari, A. (2021),
“Education in the process must lead humans towards the introduction and then self-approach
to the God who created nature”. A well balanced and harmonious individuals is people who
possess integrated personality and able to enjoy contentment and happiness spiritually. At the
same time, the person will also feel grateful and ready to accept challenges as well as willing
to make effort to solve and overcome problems. Balanced individuals are those that have a
balance in their physical, emotional, spiritually, and social development.
Physical aspect includes aspects such as maintaining physical agility and good health that
enable those individuals to work independently and contribute towards the personal well-being
as well as for the betterment of family, society, and nations. Meanwhile intellectual aspect
covers the cognitive knowledge. Back to behaviourism, the best aspect where Al Ghazali’s
ideas align with behaviourism is when he talks about “rewarding” the students. For him, when
the boys show good morals, obedience to teachers and good interaction with peers, this should
be ‘rewarded’ in ways that help strengthen motivation such as ‘honouring and praising in
public’ to encourage their peers to imitate them. Cognitive here not only includes the ability to
think rationally logically and solving problem. Being knowledgeable and able to think critically
and creatively is important. Meanwhile the spiritual and emotional aspects cover elements such
as belief in God, embrace religious faith, spiritual stability, emotional intelligence, appreciation
of moral value and norms of society, good behaviour, loyalty and willing to sacrifice for the
people and the country.

3. References
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according to the views of Imam al-Ghazali. Mediterranean journal of social sciences, 5(29),
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Mohamed, S., Jasmi, K. A., & Zailaini, M. A. (2016). Elements of Delivering Islamic
Education through Islamic Morality in Several Malaysian Schools. PertanikaJournal of Social
Sciences & Humanities, 24(4).
Febriani, R. (2021). Pemikiran Pendidikan Al Ghazali Dan Relevansinya Dengan Pendidikan
Anak Usia Sekolah Dasar (Doctoral Dissertation, Iain Bengkulu).
Balakrishnan, V. (2010). THE DEVELOPMENT OF MORAL EDUCATION IN
MALAYSIA. Journal of Educators & Education/Jurnal Pendidik dan Pendidikan, 25.
Kassim, N. F., & Jalal, F. H. A. (2015). Kurikulum pendidikan awal kanak-kanak dan Modul
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Gunawan, G., & Lestari, A. (2021). Al-Ghazali's Thoughts on Education and Its Relevance to
Islamic Education in the Millennial Era. AJIS: Academic Journal of Islamic Studies, 6(1), 103-
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Barni, M., & Mahdany, D. (2017). Al Ghazali's Thoughts on Islamic Education
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Soussi, K. (2016). AL Ghazali Cultivates Education: A Comparison with Modern
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ABD RAHMAN, M. R. B. (2019). AL-GHAZALI IN LITERATURE WITH SPECIAL
REFERENCE TO HIS BIOGRAPHY AND THE ISSUE OF FAITH AND GOOD
DEEDS. ‘Abqari Journal, 8(1), 63-93. https://doi.org/10.33102/abqari.vol8no0.137
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