<![CDATA[Education during the era of prophet Muhammad (PBUH) played a fundamental, revolutionary, and transformative role in bulding human civilization, successfully guiding society from the darkness of Jahiliyyah (the Age of Ignorance) toward an enlightened, civilized order grounded in Tawhid (monotheism). This study aims to conduct an in-depth and comprehensive analysis of the characteristics, strategies, policies, institutional frameworks, curricula, teaching methods, and evaluation systems implemented during the Prophet’s time, spanning two primary historical phases: the Meccan period and the Medinan period. The study employs a qualitative library research approach, examining primary and secondary literature, historical, records, and relevant scholary journals. The findings indicate that during the Meccan period, education focused heavily on internalizing Tawhid, purifying creed, and gradually shaping moral character transitioning from clandestine, localized dissemination to open outreach with activites centered at Darul Arqam and Kuttab utilizing dialogic and persuasive methods. Meanwhile, during the Medinan period, education expanded comprehensively to encompass socio political, economic, legal, and defense dimensions, supported by structural institutions such as the Prophet’s Mosque Nabawi, Ash-Shuffah, the Medina market, and the residences of the Prophet’s wives. The pedagogical policies and strategies implemented by Prophet Muhammad (PBUH) proved to be highly flexibel, contextual, and systematic; they successfully cultivated a generation pf the God-fearing (muttaqin) and laid a robust foundation for a universal Islamic civilization one that remains highly relevant to modern education.]]>
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