<![CDATA[This study aims to evaluate the concept of Islamic character education formulated by Syed Muhammad Naquib al-Attas, specifically focusing on his ta’dib paradigm within the contemporary education context. Driven by the critical moral degradation, systemic secularization, and the dry, moralistic-instructive approaches observed in modern Islamic education institutions, this research explores alternative philosophical foundations. Methodologically, this investigation employs a qualitative paradigm through an exhaustive library research approach. Primary and secondary textual sources from Al-Attas’ works were critically examined using philosophical analysis methods, including integration, synthesis, and deconstructive contextualization. The results reveal that ta’dib serves as an organic, holistic, and ultimate axiological framework for Islamic education, seamlessly integrating authentic knowledge (‘ilm) and moral action (‘amal) into a sacred hierarchy. In the contemporary era, ta’dib offers a deconstructive critique against secularization and knowledge dichotomy by introducing the Islamization of contemporary knowledge and establishing a holistic fardhu ‘ayn-fardhu kifayah curriculum framework. The study concludes that reforming Islamic character education requires moving away from purely administrative cognitive testing toward a comprehensive adab portfolio and nurturing teachers as true mu’addib who serve as spiritual-intellectual fortresses for students. The practical implication of this research is that it offers an innovative operational blueprint for educational policymakers and teachers to cultivate an integrative, value-driven character education system capable of addressing digital disruptions.]]>
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