Al-Munawwarah: Journal of Islamic Education

An Examination of Al-Ghazali's Philosophical Thought: Building the Path to Spiritual Perfection

2026-03-07T09:52:06+00:00

This research aims to examine the philosophical thoughts of Imam Al-Ghazali and relate them in the modern era to build a path to human spiritual perfection. This research is a qualitative type with a library research approach, accompanied by primary sources in the form of books and secondary sources of several journal articles. Research data were collected through various books and journals as sources of information and then analyzed using content analysis techniques. The result of this research is to achieve spiritual perfection through the integration of ethics, Sufism, philosophy, and epistemology. Al-Ghazali emphasized the importance of ethics as a basis, where humans are expected to imitate divine traits, such as compassion and wisdom, to approach self-perfection. Through naturalizing the view that God is the active creator who governs the universe, Al-Ghazali invites humans to adopt a position of humility and resignation, realizing that everything comes from God’s will. Overall, Al-Ghazali combines the elements of reason, ethics, and intuition in a harmonious path towards God, providing humans with a way to achieve deep spiritual balance as well as awareness of divine reality in everyday life.

Internalizing Taqwa in Islamic Religious Education

2026-02-16T07:55:03+00:00

Islamic Religious Education (IRE) faces a persistent challenge in bridging the gap between normative religious knowledge and its internalization into students’ lived moral and spiritual practices. Although taqwa is frequently emphasized as a central objective of Islamic education, it is often treated as a doctrinal concept rather than as an internalized ethical orientation. This study aims to reconstruct the conceptual and pedagogical foundations of taqwa through a textual–conceptual analysis of An-Naṣā’iḥ ad-Dīniyyah by Abdullah bin Alawi al-Haddad and to examine its relevance for Islamic Religious Education. Employing a qualitative library research design with thematic content analysis, the study analyzes key passages related to moral discipline, spiritual awareness, and ethical conduct. The findings indicate that taqwa functions as the core foundation of Islamic moral education, integrating belief, intention, and behavior within a framework of inner divine consciousness. The text portrays taqwa as an internalized value cultivated through moral exhortation, reflective remembrance, and gradual self-discipline rather than external compliance. These mechanisms highlight the affective and spiritual dimensions of Islamic pedagogy and align with the broader objectives of holistic character formation. The study contributes theoretically by deepening the conceptual understanding of taqwa, pedagogically by clarifying its internalization process, and academically by bridging classical Islamic ethical thought with contemporary educational discourse.

Contemporary Islamic Educational Philosophy: Integrating Ethics, Technology, and Spirituality

2026-03-07T09:53:42+00:00

Contemporary Islamic education faces complex challenges due to technological developments, globalization, and the dynamics of moral values in modern society. This study analyzes the philosophical thinking of contemporary Islamic education with a focus on the integration of ethics, technology, and spirituality. The research method uses a descriptive-analytical qualitative approach through a literature review of classical and contemporary sources, academic journals, and Islamic education policy documents. The results of the study show that contemporary Islamic education emphasizes a balance between moral development, the use of technology, and the strengthening of individual spirituality. The discussion underlines the importance of a philosophical framework that can bridge Islamic moral principles with technological innovation, thereby producing a generation that is not only academically competent, but also moral and spiritual. The conclusion affirms that the integration of ethics, technology, and spirituality in Islamic education is the key to shaping well-rounded individuals who are ready to face global challenges.

Reconstruction of the Concept of Islamic Educational Public Relations in the Qur’an through Ibn ‘Araby’s Symbolic Metaphors

2026-04-18T07:09:10+00:00

This study aims to examine the concept of public relations in Islamic education from a Qur’anic perspective by employing Ibn ‘Araby’s symbolic–metaphorical approach. The research is motivated by the tendency to understand public relations in Islamic educational institutions primarily as a technical–managerial function, which often overlooks its normative, ethical, and spiritual dimensions. This study adopts a qualitative library research method, utilizing primary sources such as the Qur’an, classical and contemporary tafsir works, and Ibn ‘Araby’s major writings, including Fuṣūṣ al-Ḥikam and al-Futūḥāt al-Makkiyyah. Data analysis is conducted through thematic analysis and a hermeneutic–philosophical approach to reconstruct a Qur’an-based model of public relations in Islamic education. The findings indicate that public relations in Islamic education constitutes an integral part of the Islamic value system, functioning to build social, moral, and spiritual relationships between educational institutions and society. Qur’anic communication principles—such as qaulan sadīdan, qaulan balīghan, qaulan ma‘rūfa, qaulan karīma, qaulan layyina, and qaulan maysūra—serve as normative foundations for ethical and effective communication. The integration of Ibn ‘Araby’s symbolic metaphor approach enriches Islamic educational public relations with a transformative dimension, positioning communication as a meaningful, ethical, and spiritually grounded process that fosters public trust and social harmony.

Pesantren Leadership Policies in Improving the Quality of Pesantren Learning

2026-04-17T12:20:11+00:00

Pesantren face pressure in maintaining a balance between the deepening of kitab turats (classical texts) and the demands of 21st-century competencies amidst educational transformation. This imbalance has the potential to reduce the relevance of graduates if not addressed through adaptive and measurable learning policies. This study aims to analyze the leadership policies in improving the quality of learning at Pondok Pesantren Darullughah Wadda’wah Putri. The research employs a qualitative approach with a case study design. Data were collected through interviews, observation, and documentation, then analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The results show that leadership policies are implemented integratively through participatory planning, professionalism-based execution by the asatidzah (teachers), and continuous evaluation. These policies are able to integrate salaf (traditional) values with a hadhari (civilizational) approach as well as the strengthening of 21st-century skills, thereby creating an adaptive learning ecosystem and producing competent graduates with character.

Strategic Principal Leadership in Educational Institution Development Planning

2026-05-20T07:55:19+00:00

Educational institutions face complex challenges that demand effective leadership, yet school planning often remains a mere administrative compliance rather than a strategic improvement tool. This study aims to analyze the strategic role of principal leadership in the educational institution development planning process. Utilizing a systematic literature review with a thematic analysis approach, this research examined relevant peer-reviewed articles published between 2020 and 2026 sourced from major academic databases. The findings reveal four pivotal themes regarding effective planning leadership. First, successful principals shift towards data-driven planning and root-cause analysis integrated with local institutional values. Second, they implement distributed leadership to foster collaborative planning and cultivate teacher leadership. Third, effective development plans prioritize teacher professional development in their strategic programs and resource allocation, ensuring continuous knowledge transfer. Fourth, principals must exercise managerial flexibility through short-cycle planning to overcome bureaucratic constraints and administrative traps. Ultimately, the study concludes that principals must transcend their traditional administrative roles to act as strategic architects. By integrating data, distributing leadership, prioritizing teacher capacity, and maintaining agility, principals can transform rigid planning documents into dynamic catalysts for sustainable school improvement and educational excellence.