Relevansi konsep hukuman menurut Pandangan Imam Al-Ghazali terhadap pendidikan disiplin di SMPN 1 Cingambul
DOI:
https://doi.org/10.32832/jpg.v7i3.24668Abstract
School discipline often stops at administrative compliance and does not fully develop students’ moral awareness. This study analyzes Imam Al-Ghazali’s concept of punishment, disciplinary practices, forms of consequences, and their relevance at SMPN 1 Cingambul, Majalengka Regency. A qualitative case-study design with a phenomenological orientation was employed. Data were collected through observation, in-depth interviews with 14 informants, and document analysis, verified through source, method, and time triangulation, and analyzed through reduction, display, and conclusion drawing. The findings show that punishment in Al-Ghazali’s thought functions as moral reform through advice, reminder, educative consequences, self-reflection, and relational restoration. School records contained 77 disciplinary cases among 265 students, mainly lateness, uniform violations, and truancy. Counseling and mediation had been practiced, but implementation remained inconsistent and relied heavily on external control. Al-Ghazali’s framework is relevant for an integrative discipline model combining justice, compassion, logical consequences, muraqabah, muhasabah, and reintegration to strengthen self-regulation and responsibility.
Keywords: Al-Ghazali; educative punishment; moral education; school discipline.
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