The Reconstruction of Al-Ma’rifah Based Islamic Education from Al-Ghazali's Perspective

Abstract

Contemporary Islamic Education still faces the challenge of a disconnect between intellectual achievement, spiritual development, and moral education, particularly amid the increasing use of digital technology. This study employed a qualitative case study design at MIN 1 Lumajang from March to June 2026. Data were collected through non-participant observation, semi-structured interviews with the madrasah principal, curriculum administrators, teachers, religious counselors, and students, and a review of documents. The data were analyzed using reflective thematic analysis, employing Al-Ghazali’s thought as an interpretive lens. This study aims to analyze the embodiment of Al-Ma’rifah values in Islamic Educational practices and to explain the relationship between reason, the heart, knowledge, deeds, and character as the foundation of integrative Islamic Education. The results indicate that the value of Al-Ma’rifah is embodied through integrity-based evaluation, a spiritual culture, the integration of values into the curriculum, reflective pedagogy, adab-based digital literacy, and teachers serving as role models. Reason serves to understand knowledge, the heart guides intention, knowledge forms the basis of action, deeds are the means of application, and character demonstrates consistency in values. However, their application has not yet been fully integrated into institutional policies.