<![CDATA[This study aims to comprehensively analyze Ibn Jama’ah’s educational thought and its relevance to the context of contemporary Islamic education. This study employs a qualitative approach using library research and a descriptive-analytical method. Data were obtained from Ibn Jama’ah’s works, particularly Tadzkirat al-Sami’ wa al-Mutakallim fi Adab al-‘Alim wa al-Muta’allim, as well as relevant books, journals, and other scholarly literature. The data were analyzed through data reduction, categorization, interpretation, and content analysis. The findings indicate that Ibn Jama’ah’s educational thought is centered on adab as a principle that integrates knowledge and the holistic development of human beings. His educational thought encompasses five interconnected elements: the virtue of knowledge, teachers’ adab, students’ adab, adab toward learning resources, and adab within the educational environment. Knowledge is not merely understood as the acquisition of information but is directed toward the development of moral, spiritual, intellectual, and social dimensions. Teachers are positioned as role models, educators, and mentors, while students are expected to possess proper intentions, perseverance, discipline, and ethical conduct. Learning resources should be used responsibly, while the educational environment plays an important role in shaping culture and character. This thought remains relevant to contemporary education, particularly in strengthening character, academic integrity, digital ethics, and social responsibility. However, its application needs to be contextualized in accordance with dialogical, democratic, inclusive, and critical educational principles as well as technological developments. This study is limited to library research and therefore does not empirically examine the implementation of Ibn Jama’ah’s educational thought in modern educational practices..]]>
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