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All Journal International Journal of Advanced Multidisciplinary Jurnal Pendidikan Islam Al Ikhlas
Benny Prasetiya
Institut Ahmad Dahlan Probolinggo, Jawa Timur, Indonesia
Religion Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Konsep pendidikan anak menurut Ibnu Sina dan Al-Ghazali: tinjauan filosofis Ahmad Romadhon; Ahmad Mustofa; Paris Abdillah; Benny Prasetiya
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.393

Abstract

This study explores the philosophical concept of child education according to Ibn Sina (Avicenna) and Al-Ghazali, two prominent figures in classical Islamic intellectual tradition. The research aims to examine their educational philosophies, emphasizing their epistemological foundations, moral objectives, and pedagogical orientations. Employing a qualitative library research design with content analysis, this study analyzes primary texts such as Kitab al-Najat, Risalah fi al-Tarbiyah, and Ihya’ Ulum al-Din, alongside secondary sources. Findings reveal that both thinkers view education as a comprehensive process aimed at nurturing the intellectual, moral, and spiritual dimensions of the child in harmony with divine purpose. Ibn Sina’s approach emphasizes rational and empirical cultivation of the intellect, while Al-Ghazali stresses spiritual purification and moral habituation grounded in revelation. Despite differing in emphasis, both share the ultimate goal of forming the insan kamil (perfect human). Theoretically, this study contributes to understanding Islamic educational philosophy as an integration between reason and faith, while practically, it provides insight for contemporary Islamic pedagogy to balance cognitive development and moral education. This philosophical synthesis remains relevant in addressing the moral and intellectual challenges of modern education.
The Educational Thought of Syed Muhammad Naquib al-Attas and Paulo Freire on the Liberation of Education: An Integration of Islamic Spirituality and Critical Consciousness Miasari; Benny Prasetiya
International Journal of Advanced Multidisciplinary Vol. 4 No. 4 (2026): International Journal of Advanced Multidisciplinary (January - March 2026)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/ijam.v4i4.1898

Abstract

Contemporary educational discourse increasingly confronts crises of dehumanization, epistemic domination, and the erosion of ethical orientation within modern schooling systems. In response to these challenges, this article examines the educational philosophies of Syed Muhammad Naquib al-Attas and Paulo Freire as two influential thinkers who, despite emerging from distinct civilizational and epistemological traditions, conceptualize education as a project of liberation. The study aims to explore how al-Attas’s Islamic spiritual epistemology and Freire’s critical pedagogy can be conceptually integrated to formulate a holistic framework for educational liberation. Employing a qualitative research design grounded in library research and thematic content analysis, this study systematically reviews and comparatively analyzes the primary works of both thinkers alongside authoritative secondary sources. The findings reveal that al-Attas emphasizes liberation from epistemological confusion—particularly the loss of adab—through the Islamization of knowledge, whereas Freire foregrounds emancipation from socio-political oppression through the cultivation of critical consciousness (conscientização). Despite these differences, both perspectives converge on the ethical mission of education as a process of humanization, moral responsibility, and transformative praxis. This article contributes theoretically by proposing an integrative paradigm that bridges Islamic spirituality and Western critical pedagogy, challenging the conventional secular–religious dichotomy in educational theory. Practically, it offers an alternative foundation for transformative education that is responsive to global crises of meaning, injustice, and cultural dislocation, thereby advancing a more comprehensive vision of liberatory education.
Co-Authors Ahmad Mustofa Ahmad Romadhon Miasari Paris Abdillah