<![CDATA[This article examines the philosophy of Islamic education from the perspectives of Ibn Khaldun and Al-Ghazali, focusing on educational goals, methods and strategies, and their relevance to contemporary Islamic education. The study employs a qualitative approach through library research, using primary sources such as Ibn Khaldun’s Al-Muqaddimah and Al-Ghazali’s Ihya’ ‘Ulum al-Din, as well as secondary sources including books and scholarly articles. Data were analyzed using content analysis and comparative analysis to identify key ideas, compare both thinkers, and construct an integrative conceptual framework. The findings show that Ibn Khaldun views education as a socio-historical process aimed at developing rational thinking, practical skills, and social readiness to build civilization. In contrast, Al-Ghazali emphasizes education as a means of purifying the soul and cultivating noble character to draw closer to God. In terms of method, Ibn Khaldun stresses gradual learning and empirical experience, while Al-Ghazali highlights moral exemplarity and spiritual guidance. The synthesis of these two perspectives results in a holistic model of Islamic education that integrates intellectual competence, social maturity, and spiritual depth to address the challenges of contemporary Islamic education.]]>
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