Islamic Educational Thought in the Formative Period: Foundations, Development, and Institutional Transformation

Nurjanah Umaternate; Agussalim Firdaus; Sahjad M. Aksan; Muhdi Muhdi

doi:10.58485/jie.v5i2.673

Authors

Nurjanah Umaternate Institut Agama Islam Negeri Ternate, Indonesia
Agussalim Firdaus Institut Agama Islam Negeri Ternate, Indonesia
Sahjad M. Aksan Institut Agama Islam Negeri Ternate, Indonesia
Muhdi Muhdi Institut Agama Islam Negeri Ternate, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i2.673

Keywords:

Islamic educational thought, formative period, Islamic education, educational institutions

Abstract

Early Islamic educational thought provides an important foundation for understanding the development of Islamic intellectual and educational traditions. This study aims to analyze the foundational principles, educational objectives, human conception, curriculum, pedagogical methods, educational institutions, and historical development of early Islamic education. This study employed a qualitative research design using content analysis to identify, categorize, and interpret relevant themes from scholarly and historical sources. The analysis covered the Prophetic period, the era of the Rightly Guided Caliphs, and the early classical period leading to the emergence of the madrasah. The findings show that early Islamic education was fundamentally grounded in tawhid, ethical formation, intellectual development, and social responsibility. Its development progressed from individual faith formation in Mecca toward broader social and institutional formation in Medina and subsequent periods. The analysis also reveals an integrated educational orientation that connected knowledge, adab, practical competence, and moral responsibility through diverse institutions and pedagogical practices. The historical development further demonstrates that Islamic education adapted to changing social and intellectual contexts while maintaining its normative foundations. These findings highlight the continuing relevance of early Islamic educational principles for contemporary education, particularly in integrating faith, knowledge, ethics, adaptive pedagogy, and social responsibility.

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