PARADIGMA PENDIDIKAN ISLAM BERBASIS PATHOS DALAM KITAB HIDAYAH
Abstract
Pendidikan Islam kontemporer dihadapkan pada krisis dimensi afektif yang menyebabkan terputusnya hubungan emosional dan spiritual antara pendidik, peserta didik, dan nilai-nilai Islam. Fenomena ini mendorong urgensi kajian terhadap warisan intelektual klasik yang kaya dimensi batin dan emosional. Penelitian ini bertujuan menganalisis paradigma pendidikan Islam berbasis pathos dalam kitab Bidayatul Hidayah karya Imam Al-Ghazali, mengidentifikasi struktur pathos yang terkandung di dalamnya, serta merumuskan relevansinya bagi pengembangan pendidikan Islam kontemporer. Penelitian menggunakan pendekatan kualitatif dengan metode analisis isi (content analysis) dan hermeneutika teks klasik. Sumber data primer adalah kitab Bidayatul Hidayah, didukung literatur sekunder berupa karya-karya Al-Ghazali lainnya serta kajian akademik kontemporer terkait. Hasil penelitian menemukan tujuh kategori utama pathos dalam kitab tersebut, yaitu: kesadaran ketuhanan (muraqabah), penyucian jiwa (ikhlas), pengendalian diri (mujahadah an-nafs), refleksi diri (muhasabah), adab, keseimbangan spiritual (khauf dan raja'), serta mahabbah. Ketujuh kategori ini membentuk paradigma pendidikan Islam yang integratif, menempatkan dimensi emosional-spiritual sebagai fondasi pembentukan karakter Islami yang autentik dan berkelanjutan.
Contemporary Islamic education faces a crisis in its affective dimension, causing a disconnection between educators, students, and Islamic values at an emotional and spiritual level. This phenomenon underscores the urgency of examining classical intellectual heritage rich in inward and emotional dimensions. This study aims to analyze the paradigm of pathos-based Islamic education in the Bidayatul Hidayah by Imam Al-Ghazali, identify the pathos structures it contains, and formulate their relevance for the development of contemporary Islamic education. The research employs a qualitative approach using content analysis and classical text hermeneutics. The primary data source is the Bidayatul Hidayah, supplemented by Al-Ghazali's other works and relevant contemporary academic literature. The findings reveal seven main categories of pathos: divine consciousness (muraqabah), soul purification (ikhlas), self-control (mujahadah an-nafs), self-reflection (muhasabah), adab, spiritual balance (khauf and raja'), and mahabbah. These seven categories form an integrative paradigm of Islamic education that places the emotional-spiritual dimension as the foundation for authentic and sustainable Islamic character formation
Keywords
References
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DOI: https://doi.org/10.17509/e.v25i2.101593
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