Implementation of Islamic Religious Education in Developing Students’ Religiosity from Imam Al-Ghazali’s Perspective

Abstract

This study aims to analyze the implementation of Islamic Religious Education in developing students' religiosity from Imam Al-Ghazali's perspective. This study is important because Islamic Religious Education in many educational institutions still emphasizes cognitive achievement more than the internalization of religious values and character formation. This research employed a qualitative method with a library research design. Primary data were obtained from Imam Al-Ghazali's works and scholarly literature discussing his educational thought, while secondary data were collected from books, journal articles, and previous studies related to Islamic Religious Education and students' religiosity. Data were analyzed using content analysis through data reduction, data display, interpretation, and conclusion drawing. The findings indicate that the implementation of Islamic Religious Education should integrate ta'lim (knowledge transmission), ta'dib (moral education), and tazkiyat al-nafs (spiritual purification). Teachers are expected to serve as educators and moral role models who cultivate students' religiosity through exemplary conduct, reli gious habituation, and character development. These findings imply that Imam Al-Ghazali's educational thought remains relevant as a conceptual foundation for strengthening Islamic Religious Education in contemporary educational institutions.