Implementasi Program Unggulan dalam Pembentukan Akhlak Mulia di Madrasah Ibtidaiyah: Perspektif Al-Ghazali
DOI:
https://doi.org/10.59373/adiluhung.v2i1.113Keywords:
Al-Ghazali, Cultivation of Noble Moral Values, Superior Programs, Islamic Elementary School, Student CharacterAbstract
This study examines the implementation of Al-Ghazali's principles for cultivating noble moral qualities in students at MIN 2 Mojokerto. The research method employed is a qualitative approach. Data collection methods include interviews, observations, and document studies. The data analysis technique used is Miles and Huberman's interactive data analysis technique, which involves three stages: data reduction, data visualization, and conclusion. The results show that the superior religious-based programs at MIN 2 Mojokerto have successfully integrated the cultivation of noble moral values, such as Madrasahku Bersujud, Kamis Berdoa, Madrasah Cinta Qur'an, and Salam Satu Tujuan. These programs align with Al-Ghazali's views, which emphasize the importance of habituation (ta'wid), examples (uswah), and a conducive environment in moral character formation. The implementation of Al-Ghazali's theory within these superior programs has helped students internalize and actualize noble moral values such as honesty, patience, and respect for parents and teachers. The conclusion of this research indicates that integrating Al-Ghazali's theory into the religious-based superior programs at MIN 2 Mojokerto significantly contributes to the formation of students' characters with noble morals. This study provides valuable insights for educators and policymakers in developing character-building programs based on religious principles. By applying Al-Ghazali's theory, schools can foster a holistic learning environment that not only improves students' cognitive abilities but also strengthens their moral and spiritual development. Future research can explore the long-term impact of these programs on students' behavior both in school and in their wider communities.
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