<![CDATA[Family education plays an important role in shaping children’s morals, character, and personality, particularly in facing social changes and technological developments. This study aims to analyze Buya Hamka’s concept of family education and its relevance to Islamic education. This research employs a qualitative approach using a library research method. The primary data sources include Buya Hamka’s works, namely Lembaga Hidup, Tafsir Al-Azhar, Akhlakul Karimah, 1001 Soal Kehidupan, and Bohong di Dunia, while secondary sources are obtained from relevant books, journal articles, theses, and scholarly references. Data were collected through documentation and analyzed descriptively and analytically through the processes of selection, categorization, interpretation, and conclusion drawing. The findings indicate that Hamka’s concept of family education centers on the fulfillment of duties and responsibilities among family members, including children’s obligations toward their parents, responsibilities among siblings, and the duties of husbands and wives. The concept emphasizes the values of filial piety, affection, mutual assistance, responsibility, exemplary conduct, and family harmony. These findings demonstrate that Hamka’s thoughts are highly relevant to Islamic education, as the family is regarded as the first educational environment in shaping children’s morals and character. The concept is also relevant to contemporary family life through strengthening parental role modeling, communication, guidance, and supervision.]]>
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