Integrasi Pendidikan Jiwa dalam Pemikiran Al-Ghazali dan Hamka: Studi Komparatif dan Relevansinya bagi Pendidikan Karakter

Abstract

 This study examines soul education in the thought of Al-Ghazali and Hamka and explores its relevance to modern education. It employs qualitative library research with descriptive and comparative analysis, drawing on the discussion of Ihya’ ‘Ulum al-Din and Tasawuf Modern in the underlying thesis and relevant scholarly literature. The analysis compares educational purposes, views of the soul, methods of moral cultivation, and the relationship between spiritual development and social responsibility. The findings indicate that both thinkers connect knowledge with moral action and consider self-purification essential to education. Al-Ghazali gives particular attention to the cultivation of the heart through mujahadah, riyadhah, and self-examination, while Hamka emphasizes spiritual discipline within rational, productive, and socially responsible living. These differences represent distinct emphases rather than mutually exclusive positions. The study proposes an educational synthesis linking reflection on motives, the habituation of virtues, and responsible social action. Its relevance includes academic honesty, emotional self-control, ethical digital communication, and collaborative learning. The synthesis offers a conceptual basis for integrating spiritual and moral education into classroom practice. However, its educational effectiveness remains an empirical question that requires further investigation through classroom-based research.