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Using library research from al Ghazāli’s writings and related literature, data are gathered through documentary techniques and analyzed with content analysis. Al Ghazāli’s curriculum aligns with holistic education, fostering intellectual, emotional, physical, and spiritual development, while also supporting social and individual closeness to Allah SWT.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dinamika-ilmu-vol-17-no-2-2017-al-ghazalis-thoughts-on-islamic-education-curriculum/600838/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-17-no-2-2017-al-ghazalis-thoughts-on-islamic-education-curriculum/600838.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this research?","Question",{"text":112,"@type":113},"To study al Ghazāli’s thoughts on the Islamic education curriculum, based on earlier curriculum series that distinguish this study from others.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study describe the method used to collect and analyze data?",{"text":117,"@type":113},"It uses library research with documentary techniques for data collection, followed by content analysis for interpretation.",{"name":119,"@type":110,"acceptedAnswer":120},"What characteristics define al Ghazāli’s curriculum in the conclusion?",{"text":121,"@type":113},"It resembles holistic education, covering intellectual, emotional, physical, and spiritual development, and it supports both individual and societal closeness to Allah SWT.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600838,1793110776,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","DINAMIKA ILMU  \nVol. 17 No. 2, 2017  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://dx.doi.org/10.21093/di.v17i2.921](http://dx.doi.org/10.21093/di.v17i2.921)  \nAl Ghazāli’s Thoughts on Islamic Education Curriculum  \nMahyuddin Barni  \nUINAntasari Banjarmasin, Indonesia  \n[e-mail: mahyuddinbarni@yahoo.co.id](e-mail: mahyuddinbarni@yahoo.co.id)  \nDiny Mahdany  \nUINAntasari Banjarmasin, Indonesia  \n[e-mail: Mahdany.iamvkool@gmail.com](e-mail: Mahdany.iamvkool@gmail.com)  \nAbstract  \nAl Ghazali lived in the Islamic golden age when all the fields of education flourished. There have been many studies of al-Ghazali's thoughts, yet, further and deeper examination from various perspective is needed to get objective and actual thoughts of Al-Ghazali. In al Ghazali’s time, there was no term of curriculum, however, the concept emerged as an accumulation of previous thoughts about the curriculum. The objective of this research is to study about al Ghazali's thoughts on the curriculum of Islamic education based on the series of curricula before al-Ghazali which eventually distinguish this study from others. This library research relies on written materials from the works of al Ghazali and others related to this topic. The data were collected using documentary technique and analyzed using content analysis method. In conclusion, Al-Ghazali’s curriculum is similar to the concept of holistic education which is characterized by intellectual, emotional, physical, and spiritual developments. The curriculum also covers the dimension of development and it is beneficial for individual and society to make people closer to Allah SWT.  \nKeywords: Al-Ghazali, curriculum, Islamic education  \nA. Introduction  \nThe Curriculum is one of the important elements in the educational system which determines the success of learning for the students. Ramayulis (2001) stated that the curriculum is the subjects given to students to cultivate knowledge to be able to adapt to their environment. In the context of Islamic education curriculum, the name of Al Ghazali is unquestionable. Al Ghazali's thoughts on education have been widely expressed, such as by' Abd al-Amir Syams al Din in his book Al Fikr al Tarbawiy 'inda al Ghazali, Fatiyah Hasan Sulaiman in his book alMazhab al Tarbawiy' inda al Ghazali, Hasan Asari in his book The Educational Thoughts ofal Ghazali.  \nAl Ghazāli's thoughts on curriculum can be learned from his thoughts on dividing sciences into three broad categories: (1) unworthy sciences, (2) worthy sciences, and (3) sciences which are commendable to a certain degree but are not recommended to be studied in depth. Nata (1998b) explained the categories further. First, Worthy sciences. According to al-Ghazāli, the science in this category is a science that has no benefit both in the world and the hereafter and only brings harm to those who have it, as well as to others. Witchcraft, for example, can break friendships, revenge, enmity and bad things. Another example is [astrology. al-Ghaz](astrology. al-Ghaz)āli divide astrology into two; calculations based astrology (reckoning), and istidlaly based astrology. However, in some cases, he stated that astrology is not totally unworthy because it can be used to know the direction of Qibla. Second, the worthy sciences. Al-Ghazāli explained that these sciences are those closely related to worship. He divided this into two parts, namely fardlu' ain, that is the true science of religion with its types, starting from the book of Allah, the primary worship, to the science of shari'a by which he will understand what to be abandoned and what to be done. The fardlu kifayah is all sciences that cannot be ignored to support life, such as medical science, arithmetic, and others. According to Al-Ghazali, if no one learns the fardhu kifayah science, everybody will be burden with sin. However, if someone has mastered it and practiced it, other people will be released from the responsibility. Third, sciences which are co","cbCaisxmfPQigr40","https://ap.wps.com/l/cbCaisxmfPQigr40","pdf",315794,"English","# Introduction\n## Curriculum as an educational success factor\n## Al Ghazāli’s division of sciences and its curriculum implications\n## Literature review and research gaps","[{\"question\":\"What is the main purpose of this research?\",\"answer\":\"To study al Ghazāli’s thoughts on the Islamic education curriculum, based on earlier curriculum series that distinguish this study from others.\"},{\"question\":\"How does the study describe the method used to collect and analyze data?\",\"answer\":\"It uses library research with documentary techniques for data collection, followed by content analysis for interpretation.\"},{\"question\":\"What characteristics define al Ghazāli’s curriculum in the conclusion?\",\"answer\":\"It resembles holistic education, covering intellectual, emotional, physical, and spiritual development, and it supports both individual and societal closeness to Allah SWT.\"}]","DINAMIKA ILMU - Vol. 17 No. 2 - 2017 - Al Ghazāli’s Thoughts on Islamic Education Curriculum | PDF",1792091481,25]