Islamic Educational Thought of Ibn Qayyim al-Jawziyyah: Relevance for Contemporary Character Pedagogy

Hujaima Konoras; Srisitna Fatimah Adanan; Sajad Sajad; Muhdi Muhdi

doi:10.58485/jie.v5i1.708

Authors

Hujaima Konoras Institut Agama Islam Negeri Ternate, Indonesia
Srisitna Fatimah Adanan Institut Agama Islam Negeri Ternate, Indonesia
Sajad Sajad Institut Agama Islam Negeri Ternate, Indonesia
Muhdi Muhdi Institut Agama Islam Negeri Ternate, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i1.708

Keywords:

Ibn Qayyim al-Jawziyyah, Islamic educational thought, character pedagogy, tazkiyat al-nafs, holistic education

Abstract

This study examines the educational thought of Ibn Qayyim al-Jawziyyah and its relevance to contemporary character pedagogy. The study aims to analyse the philosophical foundations, educational objectives, pedagogical methods, and character formation framework developed by Ibn Qayyim while exploring their conceptual relevance to contemporary educational theories. Employing a qualitative content analysis design with a scholar study approach, the analysis draws primarily on Ibn Qayyim's major works, including Tuhfat al-Mawdud bi Ahkam al-Mawlud, Madarij al-Salikin, Miftah Dar al-Sa'adah, and I'lam al-Muwaqqi'in, supported by recent scholarly literature on Islamic education. The findings indicate that Ibn Qayyim's educational philosophy is founded upon the integration of fitrah, tazkiyat al-nafs, intellectual development, and moral cultivation within a holistic educational framework. His pedagogical model emphasizes exemplary modelling (uswah hasanah), dialogue (hiwar), gradual instruction (tadarruj), habit formation, and spiritual purification as complementary strategies for developing learners' character. Furthermore, the study demonstrates that these principles exhibit strong conceptual alignment with several contemporary educational perspectives, including learner-centered education, Social Learning Theory, differentiated instruction, developmental pedagogy, and holistic character education. This study contributes to the discourse on Islamic educational philosophy by proposing Ibn Qayyim's educational thought as a conceptual framework that enriches contemporary character pedagogy through the integration of cognitive, moral, psychological, and spiritual dimensions.

Downloads

Download data is not yet available.

References

Abduldayev, Y., Kassymova, G., Begimbetova, G. A., & Markhmadova, Z. (2026). Meta-Analysis of EMI in Kazakhstani Secondary Education: A Case of “Bilim-Innovation” Lyceums. Multidisciplinary Journal of Thought and Research, 2(1), 25–37. https://doi.org/10.67055/nq03nk64

Akyuni, Q., Engkizar, E., Alhadi, M., Syamer, S., Witri, N., Khairiyah, K., & Mulyawati, H. (2025). Indonesian International Student Mobility Awards Program: Chances and Challenges. Journal of International Affairs and Students Mobility, 1(1), 41–56. https://doi.org/https://jiasmy.intischolar.id/index.php/jiasmy/article/view/4

Aljihadi, U. (2026). Tarbiyah Qalbiyah and the Reconstruction of Moral Education. Al-Wa’iyah, 2(1), 87–93. https://doi.org/10.51590/wai.v2i1.27

Ardilah, M. I., Zulhijjah, R., & Maulida, A. (2026). Konsep Pendidikan dan Proses Belajar Perspektif Ibn Qayyim Al-Jawziyyah Analisis Terhadap Metode Tarbiyah dalam Islam. At-Tadris: Journal of Islamic Education, 5(1), 108–124. https://doi.org/10.56672/wv3hvr53

Arif, M., Abdurakhmonovich, Y. A., & Dorloh, S. (2023). Character Education in the 21st Century: The Relevance of Abdul Wahhab Ash Syarani’s and Thomas Lickona’s Concepts. Islamic Review: Jurnal Riset Dan Kajian Keislaman, 12(1), 35–58. https://doi.org/10.35878/islamicreview.v12i1.690

Asyibli, B., Ibtihal, A. A., Fauzan, M. F., Fauzi, A., & Hidayat, W. (2025). Epistemological Dimensions in Islamic Educational Philosophy: A Critical Analysis. Journal of Islamic Education Research, 6(1), 69–84. https://doi.org/10.35719/jier.v6i1.464

Azhari, A. A., Saepudin, D., Husaini, A., & Handrianto, B. (2026). The Concept of Moral Education According to Ibn Qayyim Al-Jawziyyah and Its Relevance to the National Education Objectives. Ta’dibuna: Jurnal Pendidikan Islam, 15(2), 205–222. https://doi.org/10.32832/tadibuna.v15i2.22861

Bai, H., & Liang, Y. (2022). Character education and its impact on preschool children’s social-emotional competence. Early Education Journal, 15(3), 213–227. https://doi.org/10.1007/s10643-022-01316-0

Engkizar, E., Jaafar, A., Hamzah, M. I., Syafril, S., Febriani, A., Oktavia, G., & Satrial, A. (2026). Quran Teachers’ Skills as Pedagogical Foundations: Conceptual and Practical Insights into Nine Competencies. Muaddib: Journal of Islamic Teaching and Learning, 2(1), 22–38.

Engkizar, E., Jaafar, A., Sarianto, D., Ayad, N., Rahman, A., Febriani, A., Oktavia, G., Guspita, R., & Rahman, I. (2024). Analysis of Quran Education Problems in Majority Muslim Countries. International Journal of Islamic Studies Higher Education, 3(1), 65–80. https://doi.org/https://doi.org/10.24036/insight.v3i1.209

Haerudin, W., & Noor, T. (2022). INTERNALIZATION OF THE VALUES OF RELIGIOUS CHARACTER IN LEARNING ACTIVITIES AS AN EFFORT OF CHARACTERISTICS ISLAMIC MANNERS. Al-Afkar, Journal For Islamic Studies, 5(1), 268–280. https://doi.org/10.1088/1751-8113/44/8/085201

Hafizah, N., Fadhila, S. N., Yahya, M., Faiz, M., & Nelwati, S. (2025). The Concept and Practice of Balanced Human Education in Ibnu Miskawaih: An Analysis. Muaddib: Journal of Islamic Teaching and Learning, 1(3), 123–134.

Harun, N. Bin, Madjojo, N., Giling, M., & Wulandari, V. D. (2026). Mental and Spiritual Well-Being: A Philosophical Analysis of Supporting Schools of Thought. Multidisciplinary Journal of Thought and Research, 2(1), 54–62. https://doi.org/10.67055/xfrxa975

Hossain, M. I. (2023). Global Citizens, Civic Responsibility, and Intercultural Communication in a Rapidly Globalising Multicultural World: Community Revitalisation and Reflective Practise. Ethnopolitics, 23(5), 487–514. https://doi.org/10.1080/17449057.2023.2216982

Hussin, R. (2026). Ibn Qayyim al-Jawziyyah: Conception of the Soul and Its Relevance to Contemporary Psychology. IIUM JOURNAL OF HUMAN SCIENCES, 8(1), 162–180. https://doi.org/10.31436/ijohs.v8i1.413

Ihsan, N. H., Munir, M., & Irawan, D. (2021). Tazkiyah al-Nafs wa ‘Alāqatuhā bi al-Sa’ādah ‘inda Ibn Qayyim al-Jawziyyah. Kalimah: Jurnal Studi Agama Dan Pemikiran Islam, 19(2). https://doi.org/10.21111/klm.v19i2.6629

Jamaludin, F., Elhady, A., & Kasman, K. (2026). Resolving the Hadith Contradictions According to Ibn Qayyim Al-Jawziyyah. TSAQAFAH, 21(2). https://doi.org/10.21111/tsaqafah.v21i2.35

Kamridah, K., Husnaeni, M., & Deliany, S. (2025). Tracing Educational Concepts in the Qur’an: A Semantic Meaning Approach to Holistic Learning. Utamax : Journal of Ultimate Research and Trends in Education, 7(2), 111–123. https://doi.org/10.31849/ba279616

Kassymova, G. K., Talgatov, Y. K., Arpentieva, M. R., Abishev, A. R., & Menshikov, P. V. (2025). Artificial Intelligence in the Development of the Theory and Practices of Self-Directed Learning. Multidisciplinary Journal of Thought and Research, 1(3), 66–79. https://mujoter.intischolar.id/index.php/mujoter/article/view/19

Lindgren, B.-M., Lundman, B., & Graneheim, U. H. (2020). Abstraction and interpretation during the qualitative content analysis process. International Journal of Nursing Studies, 108(Juli), 103632. https://doi.org/10.1016/j.ijnurstu.2020.103632

M, R. A. D., Ismail, N. I., & Giling, M. (2026). The Role of Philosophy of Science in Developing Students’ Critical and Creative Thinking Skills. Muaddib: Journal of Islamic Teaching and Learning, 2(1), 55–64.

Mahmud, M., & Abdullah, B. (2023). Behavior at Imam Ibn Qayyim al-Jawziyyah Thinking and remembering as a model. Journal of Garmian University, 10(2), 756–767. https://doi.org/10.24271/garmian.2023.10261

Makmudi, M. (2021). Concept of Mental Education: A Perspective of Ibn Qayyim Al-Jawziyyah. Jurnal Dirosah Islamiyah, 3(3), 407–419. https://doi.org/10.47467/jdi.v3i3.533

Makmudi, M. (2022). Concept of Spiritual Education: A Perspective of Ibn Qayyim Al-Jawziyyah. Al-Wasathiyah: Journal of Islamic Studies, 1(1), 1–14. https://doi.org/10.56672/alwasathiyah.v1i1.11

Masani, N., & Fabanjo, I. A. (2026). Implementing Religious Moderation in Social Interactions of Tobelo Society: A Qualitative Analysis. Muaddib: Journal of Islamic Teaching and Learning, 2(1), 65–73.

Muis, A., Hosaini, H., Eriyanto, E., & Readi, A. (2019). Role of the Islamic Education teacher in the Moral Improvement of Learners. Jurnal At-Tarbiyat: Jurnal Pendidikan Islam, 5(3), 411–422. https://doi.org/10.37758/jat.v5i3.487

Nasril, Y., Nahar, S., & Daulay, N. (2025a). The Construction of Independent Character Education from the Perspective of Ibn Qayyim Al-Jawziyyah. Fitrah: Journal of Islamic Education, 6(2), 499–512. https://doi.org/10.53802/fitrah.v6i2.1359

Nasril, Y., Nahar, S., & Daulay, N. (2025b). The Construction of Independent Character Education from the Perspective of Ibn Qayyim Al-Jawziyyah. Fitrah: Journal of Islamic Education, 6(2), 499–512. https://doi.org/10.53802/fitrah.v6i2.1359

Neuendorf, K. A. (2019). Content analysis and thematic analysis. In Advanced Research Methods for Applied Psychology (pp. 211–223). https://doi.org/10.4324/9781315517971-21

Nofialdi, N. (2018). Ijtihad Ibn Qayyim Al-Jawziyyah dan al-Maqasid al-Juz’iyyah: Refleksi Penyelesaian Kasus Hukum Islam. Al-Manahij: Jurnal Kajian Hukum Islam, 12(1), 71–86. https://doi.org/10.24090/mnh.v12i1.1362

Nurmadiah, N. (2016). Peranan Pendidikan Agama Dalam Keluarga Terhadap Pembentukan Kepribadian Anak-Anak. Al-Afkar : Jurnal Keislaman & Peradaban, 1(2), 8–25. https://doi.org/10.28944/afkar.v1i2.6

Onandia-Hinchado, I., Pardo-Palenzuela, N., & Diaz-Orueta, U. (2021). Cognitive characterization of adult attention deficit hyperactivity disorder by domains: a systematic review. Journal of Neural Transmission, 128(7), 893–937. https://doi.org/10.1007/s00702-021-02302-6

Putra, A. L. N. (2023). Kebahagiaan Dalam Pandangan Ibnu Al-Qayyim Al-Jauziyah Dan Relevansinya Terhadap Masyarkat Modern. Jurnal Peradaban, 2(2), 83. https://doi.org/10.51353/jpb.v2i2.731

Renz, S. M., Carrington, J. M., & Badger, T. A. (2018). Two Strategies for Qualitative Content Analysis: An Intramethod Approach to Triangulation. Qualitative Health Research, 28(5), 824–831. https://doi.org/10.1177/1049732317753586

Ridhona, M. R. Z. (2023). Ibn Qayyim al-Jawziyyah’s educational philosophy: A framework for contemporary Muslim parenting. Sufiya Journal of Islamic Studies, 1(3). https://doi.org/https://doi.org/10.66867/sjis.v1i3.295

Simbolon, B. R. (2023). Character Formation Through Education: A Review of Educational Philosophy on Values and Virtue. Khazanah Pendidikan Islam, 6(1), 1–10. https://doi.org/10.15575/kpi.v6i1.37887

Supaat, S., & Muslim, M. (2023). The Implementation of Salih-Akram Character Education at Matholiul Falah Islamic Boarding School of Pati. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(7), e002358. https://doi.org/10.47405/mjssh.v8i7.2358

Syaffutra, B. A., Sudarman, S., & Zarkasi, A. (2025). Purifying the Soul, Healing the Age: The Relevance of Al-Ghazali’s Concept of Happiness in Responding to Contemporary Spiritual Crisis. Al-Iftah: Journal of Islamic Studies and Society, 6(1), 52–66. https://doi.org/10.35905/aliftah.v6i1.14151

Thoha, M. A., Hasibuan, Z. A., & Ardianti, S. (2023). Studi Literatur : Tafakkur dan Syukur dalam Kehidupan. Anwarul, 3(5), 856–866. https://doi.org/10.58578/anwarul.v3i5.1403

Wijaya, M. M. (2021). Islamic Education Model in Madrasah in The Perspective of Islamic Education Philosophy. The First World Conference on Muslim Education, 8(1), 1–11. https://doi.org/https://doi.org/10.22373/jar.v8i1.9375

Zein, M., & Ramadhona, A. (2026). Internalization of Qur’anic Values in Islamic Religious Education Learning: A Qur’anic Pedagogical Perspective. Journal La Edusci, 7(1), 192–205. https://doi.org/https://doi.org/10.37899/journallaedusci.v7i1.2922