<![CDATA[This study aims to analyse the concepts of education and da'wah from Al-Maraghy's perspective and critically examine the paradigm of contemporary Islamic education, which is considered to have experienced a decline in its da'wah function. This study is motivated by the formalistic and dichotomous nature of Islamic education and da'wah practices that remain largely ceremonial, with limited transformative impact. Method This qualitative study employs library research, using Tafsir Al-Maraghy as the primary data source. Data were analysed through content analysis and thematic synthesis. Results The findings reveal three main points: (1) Islamic education and da'wah have a strong reciprocal relationship, with da'wah terms such as tabligh, amar ma'ruf, mau'idzah, and tadzkir corresponding to educational concepts such as tarbiyah, ta'lim, and tazkiyyah; (2) education and da'wah converge as personal obligations, processes of developing individual competencies towards insan kamil, and forms of communication; and (3) Al-Maraghy's critique of the dichotomy of knowledge calls for educational reform that positions da'wah as a core value and integrates religious and secular knowledge. Conclusion Contemporary Islamic education requires an integrative, holistic, and non-dichotomous paradigm grounded in da'wah values to address contemporary challenges.]]>
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