Children Education in Qur'anic Perspective: Al-Ghazali's Pedagogical Thought and M. Quraish Shihab's Tafsir Al-Misbah
DOI:
https://doi.org/10.15408/bat.v32i2.51906Keywords:
child education, Qur'anic exegesis, al-Ghazali, M. Quraish Shihab, Tafsir Al-MisbahAbstract
Purpose
This study compares the child education pedagogy of Abu Hamid Al-Ghazali, as articulated in Ihya' Ulumuddin and Ayyuhal Walad, with M. Quraish Shihab's Qur'anic exegesis of child education verses in Tafsir Al-Misbah, while clarifying the distinct exegetical status of each scholar's engagement with the Qur'anic text.
Method
Using a qualitative library research design, primary sources were analysed through thematic coding organised around the five pedagogical domains of QS. Luqman (31:13–19), then compared using content-analysis principles adapted for textual, hermeneutic data.
Results/findings
Al-Ghazali develops five methods—habituation, exemplary conduct, narrative and counsel, proportional discipline, and environmental supervision—organised across three developmental phases (0–2, 2–7, and 7–15 years), oriented toward tazkiyat al-nafs as a foundation for individual piety and social responsibility. Shihab develops five complementary methods—dialogue, affection, contextualisation of values, cultivation of fitrah, and integration of knowledge and faith—oriented toward forming a socially engaged khalifah. Both converge on tawhid as the foundational goal, parental exemplariness, and rejection of excessive punishment.
Conclusion
The study proposes a three-phase integrative model combining Al-Ghazali's habituative depth with Shihab's dialogical responsiveness, offering a conceptually grounded framework for Islamic education in Indonesian madrasah, pesantren, and family contexts.
References
Al-Attas, S. M. N. (1999). The Concept of Education in Islam. ISTAC.
Al-Farmawi, A. H. (1977). Al-bidayah fi al-tafsir al-maudhu’i. Maktabah al-Jumhuriyyah.
Al-Ghazali, A. H. M. (2005). Ayyuhal walad. Dar al-Kutub al-’Ilmiyyah.
Al-Ghazali, A. H. M. (n.d.). (n.d.). Ihya’ ulumuddin: III. Dar al-Ma’rifah.
Al-Jawziyyah, Ibn Qayyim. (2007). Tuhfah al-mawdud bi ahkam al-mawlud. Dar al-Kutub al-’Ilmiyyah.
Anwar, S. & Riyadi, A. A. (2020). Philosophical Foundations of Islamic Education in the Contemporary Era. Journal of Islamic Education Research, 1(1), 12–27. https://doi.org/10.35719/jier.v1i1.7
Assegaf, A. R. (2013). Aliran pemikiran pendidikan Islam. Rajawali Pers.
Azra, A. (2012). Pendidikan Islam: Tradisi dan modernisasi di tengah tantangan milenium III. UIN Jakarta Press.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. Basic Books.
Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Duhigg, C. (2012). The power of habit: Why we do what we do in life and business. Random House.
Fatimah, S. & Maarif, S. (2021). Konsep pendidikan karakter perspektif Quraish Shihab dalam Tafsir Al-Misbah Publication: Jurnal Pendidikan Agama Islam. 9(1), 59–76. https://doi.org/10.15642/jpai.2021.9.1.59-76
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Gusmian, I. (2003). Khazanah tafsir Indonesia: Dari hermeneutika hingga ideologi. Teraju.
Hasanah, U. (2023). Digital literacy and Islamic child education in the era of disruption. Al-Murabbi: Jurnal Pendidikan Agama Islam, 9(2), 88–105. https://doi.org/10.35897/alm.v9i2.983
Langgulung, H. (1986). Manusia dan pendidikan: Suatu analisa psikologi, filsafat dan pendidikan. Pustaka Al-Husna.
Mawangir, M. (2018). Nilai-nilai pendidikan karakter perspektif Tafsir Al-Mishbah karya Muhammad Quraish Shihab. Tadrib: Jurnal Pendidikan Agama Islam, 4(1), 163–182. https://doi.org/10.19109/tadrib.v4i1.1917
Miles, M. B., & Huberman, A. M. (2014). Qualitative data analysis: An expanded sourcebook (3rd ed.). SAGE Publications.
Mustaqim, A. (2019). Metode penelitian Al-Qur’an dan tafsir. Idea Press.
Nuh, M., Sholeh, A, & Rosidi, I. (2022). Islamic education in the digital age: Challenges and opportunities for Muslim families. International Journal of Islamic Education, 4(1), 45–61. https://doi.org/10.35316/ijie.v4i1.1438
Nurhayati & Sabariah, H. (2024). Konsep pendidikan anak berkarakter menurut pemikiran Imam Al-Ghazali. Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran Dan Ilmu Sosial, 2(3), 142–151.
Pratama. (2023). Integrasi konsep fitrah dalam pendidikan Islam: Kajian pemikiran Quraish Shihab. Jurnal Pendidikan Islam, 12(2), 180–198. https://doi.org/10.30829/jpi.v12i2.8901
Ramayulis. (2008). Ilmu pendidikan Islam. Kalam Mulia.
Shihab, M. Q. (1994). Membumikan Al-Qur’an: Fungsi dan peran wahyu dalam kehidupan masyarakat. Mizan.
Shihab, M. Q. (1996). Wawasan Al-Qur’an: Tafsir maudu’i atas pelbagai persoalan umat. Mizan.
Shihab, M. Q. (2000). Secercah cahaya Ilahi: Hidup bersama Al-Qur’an. Mizan.
Shihab, M. Q. (2002). Tafsir Al-Misbah: Pesan, kesan dan keserasian Al-Qur’an (Vols 1–15). Lentera Hati.
Smith, M. (1944). Al-Ghazali the mystic. Luzac & Co.
Sulaiman, F. H. (1986). Sistem pendidikan versi Al-Ghazali (F. Rahman, Trans.). Al-Ma’arif.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wan Daud, W. M. N. (1998). The educational philosophy and practice of Syed Muhammad Naquib al-Attas.
Watt, W. M. (1963). Muslim intellectual: A study of Al-Ghazali. Edinburgh University Press.
Zamhariroh, N. M., Azis, A. R., & Nata, B. R. (2024). Relevansi pemikiran pendidikan Al-Ghazali dengan pendidikan Islam kontemporer tentang keseimbangan intelektual dan spiritual. Kariman: Jurnal Pendidikan Keislaman, 12(2), 169–181. https://doi.org/10.52185/kariman.v12i2.569
Zed, M. (2008). Metode penelitian kepustakaan. Yayasan Obor Indonesia.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Junaedi Junaedi, Afifudin Dimyathi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
