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All Journal Al-Ibrah : Jurnal Pendidikan dan Keilmuan Islam Tarbawi: Jurnal Pendidikan Islam
Mokhammad Ainul Yaqin
Sekolah Tinggi Agama Islam Salahuddin Pasuruan, Indonesia
Religion Education Other

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Paradigma Pemikiran Ibnu Khaldun tentang Pendidikan dan Relevansinya dalam Sistem Pendidikan Modern Mokhammad Ainul Yaqin
Tarbawi : Jurnal Studi Pendidikan Islami Vol. 13 No. 2 (2025): Tarbawi : Jurnal Studi Pendidikan Islami
Publisher : Universitas Nahdlatul Ulama Pasuruan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/tarbawi.v13i2.1081

Abstract

Abstract Purpose: Ibn Khaldun’s thought positions education as a holistic process aimed at developing intellect, moral character, social skills, and civilization. Its relevance remains very strong in contemporary educational systems, particularly in strengthening character education, promoting a humanistic approach, and fostering education that is adaptive to the needs of the times. Design/methodology/approach: “This study employs a qualitative approach through an examination of primary sources, followed by a comparison between classical Islamic educational thought and contemporary educational theories.” Research limitations/implications: This study presents several important implications for the development of modern education. First, the concept of balance between theory and practice emphasized by Ibn Khaldun provides a foundation for designing curricula that are more adaptive and applicable. Such curricula are increasingly relevant amid the demands of the global labor market, which prioritizes practical skills. Findings: The research findings indicate that Ibn Khaldun’s comprehensive approach, which integrates moral, intellectual, and practical skill aspects, offers an important perspective for addressing various contemporary educational challenges, including the strengthening of critical thinking skills and preparedness for the dynamics of the global era. Overall, Ibn Khaldun’s educational thought remains highly relevant, particularly in shaping well-rounded individuals and in designing learning systems that are flexible and responsive to change. Originality/value: “The originality of Ibn Khaldun’s educational thought lies in his bold integration of intellectual, moral, social, and historical dimensions into a unified educational framework. The originality of studies on its relevance lies in the effort to contextualize this classical thought in order to address contemporary educational challenges in a systematic and practical manner
IBN KHALDŪN’S CONCEPT OF MALAKAH AND THE TRI-DIMENSIONAL EDUCATIONAL MODEL: A HERMENEUTIC RECONSTRUCTION FOR INTEGRATED CURRICULUM DESIGN Mokhammad Ainul Yaqin; Mahtumridho Ghufron Bin Simun
AL - IBRAH Vol 11 No 1 (2026): Al-Ibrah: Jurnal Pendidikan dan Pemikiran Islam
Publisher : Institut Bahri Asyiq Galis Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61815/alibrah.v11i1.896

Abstract

This article presents a systematic reconstruction of Ibn Khaldūn's educational philosophy as an integrated tri-dimensional model grounded in the concept of malakah a deeply ingrained, embodied skilled disposition acquired through sustained, deliberate practice. Drawing on philosophical hermeneutics and close analysis of the Muqaddimah, the study identifies three interdependent dimensions of Ibn Khaldūn's pedagogical thought: intellectual development through gradual, sequenced instruction (al-tadrīj fī al-taʿlīm); moral formation through the cultivation of virtuous dispositions (tahdhīb al-akhlāq); and experiential mastery through direct, embodied practice (tajriba). The article demonstrates that these dimensions are not separate topics but mutually qualifying components of a coherent educational architecture unified by the principle of malakah. Six formal propositions are developed to articulate the internal logic of the framework, and the model is critically situated in dialogue with contemporary educational theories including constructivism, experiential learning, character education, competency-based education, and critical pedagogy. The findings contribute to Islamic educational philosophy, comparative education, and ongoing efforts to decolonise curriculum theory by recovering non-Western conceptual resources. The article concludes with implications for curriculum design, teacher education, assessment practice, and educational policy, and proposes an agenda for empirical research on the application of the malakah framework in diverse educational settings.
Co-Authors Mahtumridho Ghufron Bin Simun