<![CDATA[Islamic education aims to form individuals who are faithful, knowledgeable, and of noble character, and it requires a strong psychological foundation to integrate human innate potential with the demands of the times. This article aims to explain the psychological foundations of Islamic education, examine learning theories from Islamic and modern perspectives, and analyze their relevance in learning practice. This study employs a qualitative approach through library research using documentation techniques on relevant books and scholarly articles. The data are analyzed descriptively and analytically to synthesize key concepts. The findings show that Islamic education is grounded in an understanding of ruh, fitrah, nafs, qalb, and ‘aql as elements shaping human personality. Concepts such as tazkiyah al-nafs, tadarruj, tikrar, tadabbur, tafakkur, ta’dib, and muraqabatullah emphasize spiritual and moral development. Meanwhile, behaviorism, cognitivism, humanism, and constructivism can be selectively applied as they align with Islamic values. Their integration enables systematic, meaningful learning oriented toward holistic human development. ]]>
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