Ibn Sahnun's Islamic Educational Thought and Its Relevance to Character Education

Syahlani Sunardi; Sahjad M. Aksan; Muhdi Alhadar; Abdul Muis Abd Wahab

doi:10.58485/jie.v5i1.709

Authors

Syahlani Sunardi Institut Agama Islam Negeri Ternate, Indonesia
Sahjad M. Aksan Institut Agama Islam Negeri Ternate, Indonesia
Muhdi Alhadar Institut Agama Islam Negeri Ternate, Indonesia
Abdul Muis Abd Wahab Institut Agama Islam Negeri Ternate, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i1.709

Keywords:

Ibn Sahnun, adab al-mu'allimin, Islamic educational thought, character education

Abstract

Classical Islamic educational thought continues to serve as an important reference for the development of Islamic educational theory and practice; however, studies examining the contemporary relevance of Ibn Sahnun's educational thought remain limited. This study aims to analyze Ibn Sahnun's Islamic educational thought as presented in Adab al-Mu'allimin, focusing on teacher and student ethics, educational management, parental involvement, and its relevance to character education. This study employed a qualitative method using a content analysis approach to examine Adab al-Mu'allimin as the primary source, supported by relevant scholarly literature. The findings reveal that Ibn Sahnun regarded ethics as the fundamental foundation of the educational process. Teachers are portrayed as moral role models who must demonstrate integrity, sincerity, and responsibility, while students are expected to cultivate respect, discipline, and diligence in the pursuit of knowledge. In addition, Ibn Sahnun proposed educational management principles encompassing curriculum, teaching methods, and collaboration between teachers and parents. These findings indicate that Ibn Sahnun's educational thought remains conceptually relevant for strengthening character education based on Islamic values and provides a valuable reference for the development of contemporary Islamic education.

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