<![CDATA[This Classical Islamic educational thought continues to be an important source in the development of contemporary educational theory, especially amidst growing criticism of learning practices that tend to be oriented towards cognitive aspects and ignore the humanistic dimension of students. One figure who made a significant contribution to the field of education is Ibn Khaldun through his monumental work, the Muqaddimah. Although various studies have examined Ibn Khaldun's educational ideas, studies specifically reconstructing his educational methods within the framework of modern learning theory are still relatively limited. This study aims to critically analyze Ibn Khaldun's Islamic educational methods in the Muqaddimah, identify the underlying philosophical foundations, and explain their relevance to contemporary learning paradigms. The study uses a qualitative approach with library research and content analysis methods on the Muqaddimah as a primary source, supported by relevant recent academic literature. The results show that Ibn Khaldun's educational methods are built on the principles of tadarruj (gradual learning), takrar (repetition), munazarah (dialogue and discussion), exemplary behavior (uswah), and the rejection of violence in education. These findings indicate that Ibn Khaldun's pedagogical constructions are conceptually compatible with constructivist approaches, learner-centered learning, and humanistic education. The novelty of this research lies in the integrative reconstruction of Ibn Khaldun's educational methods and modern learning theories through the perspective of Islamic educational epistemology. This research has implications for the development of a more humanistic, contextual, and adaptive Islamic educational model to the challenges of 21st-century education, while simultaneously strengthening the position of classical Islamic thought as a source for developing contemporary educational theory.]]>
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