Ibn Khaldun's Islamic Educational Thought and Its Relevance to Contemporary Islamic Education in Indonesia

Hermanto Hasib; Amran Papua; Sahjad M. Aksan; Muhdi Alhadar

doi:10.58485/jie.v5i2.684

Authors

Hermanto Hasib Institut Agama Islam Negeri Ternate, Indonesia
Amran Papua Institut Agama Islam Negeri Ternate, Indonesia
Sahjad M. Aksan Institut Agama Islam Negeri Ternate, Indonesia
Muhdi Alhadar Institut Agama Islam Negeri Ternate, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i2.684

Keywords:

Ibn Khaldun, Islamic educational thought, curriculum, teaching methods

Abstract

Ibn Khaldun's educational thought provides an important Islamic perspective on knowledge, human development, teaching, and the role of educators. This study aims to analyze his educational thought and examine its conceptual relevance to contemporary Islamic education in Indonesia. The study employed a qualitative approach using content analysis of Al-Muqaddimah and relevant scholarly literature. Data were analyzed through identification, categorization, interpretation, and synthesis. The findings show that Ibn Khaldun viewed education as an integrative process that connects religious and rational knowledge, intellectual and practical development, and spiritual and social objectives. His concept of malakah emphasizes learning through gradual development, practice, and experience, while his criticism of coercive teaching highlights the importance of learners' capacities and psychological development. His views on educators also emphasize intellectual competence and professional recognition. These principles remain conceptually relevant to contemporary Islamic education in Indonesia, particularly in integrating knowledge, promoting learner-centered teaching, and strengthening teacher professionalism. The study concludes that Ibn Khaldun's educational thought remains a valuable conceptual resource for addressing contemporary educational needs.

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