Overcoming the spiritual emptiness of students in the modern era through the integration of Al-Ghazali’s human concepts in the Islamic religious education learning model

Abstract

This study examines the integration of Al-Ghazali’s human concepts into the Islamic Religious Education (IRE) learning model to address spiritual emptiness among students in contemporary educational contexts. A mixed-methods approach was employed, combining qualitative interviews with 10 IRE lecturers and quantitative pretest-posttest data from students. Qualitative findings revealed that current IRE models are too theoretical, insufficiently relevant to modern life, and lack focus on deep spiritual experiences. Based on these findings, a new learning model was developed, integrating Al-Ghazali’s concepts of Nafs (self), Qalb (heart), Ruh (spirit), and ‘Aql (intellect), aimed at fostering holistic spiritual development in students. Quantitative results showed a significant improvement in students’ spiritual understanding, with an N-Gain score of 0.85, indicating the model’s effectiveness in enhancing knowledge and engagement. This research suggests that the IRE learning model should prioritize not only academic rigor but also spiritual growth, addressing the need for a more holistic approach to education that aligns with modern spiritual and intellectual demands. The implications of these findings underscore the necessity of adapting learning models to bridge the spiritual gap prevalent in contemporary education. Further studies are needed to explore the long-term impact and challenges of implementing this model across diverse educational settings.