<![CDATA[This study aims to formulate a conceptual framework integrating the Hippocratic–Galenic personality theory with Ibn Sina’s thought as a foundation for understanding students’ characteristics in Islamic education. The research employed a qualitative library research approach with a descriptive design. Data were collected from primary sources consisting of Ibn Sina’s works and secondary sources including books and scholarly articles discussing temperament theory, Islamic educational psychology, and personality development. Literature was systematically reviewed, while data were analyzed using qualitative content analysis through coding, categorization, and interpretation processes. Data validity was ensured through source triangulation and systematic documentation of the analytical procedures. The findings indicate that the four temperaments proposed by Hippocrates can serve as a diagnostic tool for identifying students’ emotional tendencies and learning styles. The integration with Ibn Sina’s concept of the soul enriches the understanding of personality as an innate potential that can be developed through moral education and spiritual cultivation. This integrative framework offers practical implications for educators by encouraging the implementation of differentiated learning strategies that accommodate students’ cognitive, emotional, and spiritual dimensions. The study recommends the development of holistic character-based curricula and further empirical investigations to validate the effectiveness of this framework in enhancing learning quality and students’ moral maturity.]]>
