Al‐Ghazāli on moral education

Alavi, Hamid Reza

doi:10.1080/03057240701552810

Cited by 18 publications

(13 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although both the Islamic and the Western education system, of course, have many variations, Burde et al (2015) highlighted common differences. First, instead of aiming to cultivate autonomous critical thinking, as in liberal Western approaches to education, Islamic education purposes to develop all aspects of the self in a way thought to bring the human closer to God (Halstead, 2004; Boyle, 2006; Halstead, 2007; Alavi, 2007). This goal leads to Islamic education to have several common characteristics.…”

Section: Literature Reviewmentioning

confidence: 99%

A new insight into alumni satisfaction model for Islamic higher education institutions (IHEI)

Rafik

Priyono

2018

MRR

View full text Add to dashboard Cite

Purpose The purpose of this study is to explore and decompose a satisfaction model using alumni’s perspective for Islamic-based higher education institutions (IHEI) with the antecedent of perceived quality and value and the consequence of loyalty. Design/methodology/approach A study was used, using 44-item, a ten-point Likert-scale questionnaire administered to 360 alumni from various classes started from the 1970s till 2000s. Theoretical-based, national qualification framework of Indonesian higher education and management-based considerations were involved in developing a survey. Data were analyzed using partial least square-structural equation model and decomposed into strategic management map using importance-performance matrix analysis. Findings The most important determinants of alumni satisfaction and loyalty in IHEI is the IHEI’s ability to develop career capability through enriching knowledge. Moreover, the presence of good environment and Islamic value embodiment supporting learning programs on campus is the most significant trigger for the knowledge development. Research limitations/implications The results were generated from a specific department. Additional studies are needed to test if the results are not department (institution)-specific. Practical implications This study provides strategic directions for management to improve the critical aspects of the system by providing the inputs to the extent to which the service quality delivered may contribute to end-customers’ satisfaction. Originality/value It contributes to the literature on satisfaction and service quality issues by incorporating ideological aspect, by investigating the feasible model of customer satisfaction in the perspective of alumni for IHEI.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

A new insight into alumni satisfaction model for Islamic higher education institutions (IHEI)

Rafik

Priyono

2018

MRR

View full text Add to dashboard Cite

show abstract

“…For all this, Islam seeks to integrate all life aspects materialistic or spiritual, and seek to build individual objective along with the society aims and call for all to integrate words with deeds, and to balance between human needs in this life and his wishes in the other life. According to Alavi (2007), Islam makes the moral side a measure for good deeds, and the main side in values are the main objectives for the message of Islam. The Noble Prophet came to complete good morals, and Islam cares for the development of moral feeling in human nature, and makes correctness the guide to human behavior both publicly and privately, as Islam assures the moral side in all worships (Halstead, 2007).…”

Section: Aims Of Moral In Islammentioning

confidence: 99%

The Influence of Islamic Moral Values on the Students’ Behavior in Aceh

Nuriman¹,

Fauzan²

2017

View full text Add to dashboard Cite

This study shows the influence and relationship of Islamic moral values to the students' behavior in Aceh Province. Learning Objects are the moral values of Islam achieved in learning in high school and vocational institutions that are assumed to affect the students' behavior. The quantitative methods used in this study and was running by SPSS program. Data analysis using MRPI Likert Scale instrument. The data were taken from the students in the school totaling of 191 samples. The t-test and r test are used to analyze data from this research sample. The study found that Islamic moral values significantly correlated with the behavioral student at the level; [r (98) = 2.186 P <0.05]. The mean difference scores is 4.7 percent at the level (eta2 = 0.0047) and it was explained by the mean score at the rate (48.05: 5.56), and the student behavior is described with the average score (45.7: 5.12). In which a relational to behavioral variables (Y) with horizontal and vertical Islamic moral values (X1 and X2). This findings represented by multiple regression test (r) which score of 12.28 percent. Therefore, the study found significant differences between male and female student and positively related to student behavior. These findings have explained the pattern of relationships and the influence of moral values on students and implications for future research practice due to Islamic moral values and behaviral students.

show abstract

“…There are many variations, of course, in both Islamic and Western education, but we highlight some common differences here to illustrate our argument. Rather than aiming to cultivate autonomous critical thinking as in liberal Western approaches to education, Islamic education aims to cultivate all aspects of the self in a way thought to bring the child closer to God (Halstead, 2004;Boyle, 2006;Alavi, 2007). This goal is related to several common characteristics of Islamic education.…”

Section: Misunderstandings Between Western and Islamic Educationmentioning

confidence: 95%