<![CDATA[Islamic education has increasingly narrowed its orientation toward content mastery, academic achievement, administrative compliance, and competitive demands, leaving the moral, spiritual, social, and human development of students insufficiently addressed. This study aims to reconstruct Islamic education through Ki Hajar Dewantara’s concept of humanizing human beings. It employed a qualitative approach with a library research design. The data were drawn from Ki Hajar Dewantara’s primary works and national and international literature on Islamic education, humanistic education, fitrah, adab, morality, and student-centered learning. The data were examined using directed qualitative content analysis through meaning-unit identification, coding, categorization, contextual interpretation, and conceptual synthesis. The study produced three main findings. First, the humanization crisis in Islamic education is rooted in the reduction of educational purposes, the weakening of educational relationships, the use of technology without adequate ethical orientation, and the persistent dichotomy between religious and general sciences. Second, the principles of student freedom, the among system, the educational trilogy, the nature of the learner, and the demands of the contemporary era position students as dignified human beings with potential, agency, and responsibility. Third, integrating Ki Hajar Dewantara’s thought with the principles of fitrah, adab, morality, and spiritual and social responsibility generates a framework for reconstructing Islamic education across ontological, teleological, pedagogical, relational, epistemological, contextual, and evaluative dimensions. This framework establishes humanizing human beings as a paradigm for developing Islamic education that is humanistic, student-centered, responsive to contemporary change, and firmly grounded in divine values and the common good.]]>
