METODE PENDIDIKAN ISLAM MENURUT IBNU KHALDUN DALAM KITAB MUQADDIMAH
DOI:
https://doi.org/10.23969/jp.v11i03.57841Keywords:
Ibn Khaldun; Muqaddimah; Islamic educational methods; humanistic pedagogy; constructivist learning.Abstract
This Classical Islamic educational thought continues to be an important source in the development of contemporary educational theory, especially amidst growing criticism of learning practices that tend to be oriented towards cognitive aspects and ignore the humanistic dimension of students. One figure who made a significant contribution to the field of education is Ibn Khaldun through his monumental work, the Muqaddimah. Although various studies have examined Ibn Khaldun's educational ideas, studies specifically reconstructing his educational methods within the framework of modern learning theory are still relatively limited. This study aims to critically analyze Ibn Khaldun's Islamic educational methods in the Muqaddimah, identify the underlying philosophical foundations, and explain their relevance to contemporary learning paradigms. The study uses a qualitative approach with library research and content analysis methods on the Muqaddimah as a primary source, supported by relevant recent academic literature. The results show that Ibn Khaldun's educational methods are built on the principles of tadarruj (gradual learning), takrar (repetition), munazarah (dialogue and discussion), exemplary behavior (uswah), and the rejection of violence in education. These findings indicate that Ibn Khaldun's pedagogical constructions are conceptually compatible with constructivist approaches, learner-centered learning, and humanistic education. The novelty of this research lies in the integrative reconstruction of Ibn Khaldun's educational methods and modern learning theories through the perspective of Islamic educational epistemology. This research has implications for the development of a more humanistic, contextual, and adaptive Islamic educational model to the challenges of 21st-century education, while simultaneously strengthening the position of classical Islamic thought as a source for developing contemporary educational theory.
Downloads
References
Alatas, S. F. (2014). Applying Ibn Khaldun: The recovery of a lost tradition in sociology. Routledge.
Alatas, S. F. (2018). Contemporary relevance of Ibn Khaldun. Intellectual Discourse, 26(2), 351–372.
Alwani, Z., & Fakhruddin, A. (2019). Character education in Ibn Khaldun's educational thought. Journal of Islamic Educational Studies, 7(2), 165–182.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2), 1–12.
Bruner, J. (1996). The culture of education. Harvard University Press.
Cheddadi, A. (2006). Ibn Khaldun. In J. R. Strayer (Ed.), Dictionary of the Middle Ages. Charles Scribner's Sons.
El-Mesawi, M. E. (2023). Educational psychology in Ibn Khaldun's Muqaddimah: A contemporary reading. Journal of Islamic Thought and Civilization, 13(1), 45–67.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Hassan, M. K. (2019). Educational philosophy of Ibn Khaldun and its relevance to modern pedagogy. International Journal of Islamic Thought, 16(1), 25–38. https://doi.org/10.24035/ijit.16.2019.003
Ibn Khaldun. (2005). The Muqaddimah: An introduction to history (F. Rosenthal, Trans.). Princeton University Press.
Kayadibi, F. (2001). Ibn Khaldun and education. Hamdard Islamicus, 24(3), 103–112.
Maslow, A. H. (1970). Motivation and personality (2nd ed.). Harper & Row.
Mohd Noor, A. Y., & Hassan, M. K. (2021). Educational methods in Ibn Khaldun's Muqaddimah and their implications for Islamic education. International Journal of Education, Psychology and Counseling, 6(39), 178–192.
Nata, A. (2021). Pemikiran pendidikan Islam dan relevansinya dengan pendidikan modern. Kencana.
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Piaget, J. (1972). The psychology of the child. Basic Books.
Rogers, C. R. (1969). Freedom to learn. Merrill Publishing.
Rosenthal, F. (1958). Introduction. In Ibn Khaldun, The Muqaddimah: An introduction to history (Vols. 1–3). Princeton University Press.
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Routledge. https://doi.org/10.4324/9780429459016
Saleh, F. M. (2020). Ibn Khaldun's concept of learning and contemporary educational challenges. Journal of Muslim Minority Affairs, 40(3), 456–472. https://doi.org/10.1080/13602004.2020.1819123
Sergiovanni, T. J., & Starratt, R. J. (2013). Supervision: A redefinition (9th ed.). McGraw-Hill.
Sulaiman, A. (2015). The ideal education in Ibn Khaldun's Muqaddimah. Procedia - Social and Behavioral Sciences, 192, 308–312. https://doi.org/10.1016/j.sbspro.2015.06.044
Tilaar, H. A. R. (2019). Pedagogik kritis: Perkembangan, substansi, dan perkembangannya di Indonesia. Rineka Cipta.
UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO Publishing.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Waghid, Y. (2014). African philosophy of education reconsidered: On being human. Routledge.
Waghid, Y., & Davids, N. (2018). Pedagogy out of bounds: Untamed variations of democratic education. Sense Publishers. https://doi.org/10.1007/978-94-6300-907-2
Zarkasyi, H. F. (2020). Islamic worldview and educational philosophy: Reconstructing Muslim education. Tsaqafah, 16(1), 1–22. https://doi.org/10.21111/tsaqafah.v16i1.4275
Arkoudis, S., Dollinger, M., Baik, C., & Patience, A. (2019). International students' experience in higher education. Higher Education, 77(5), 799–813. https://doi.org/10.1007/s10734-018-0302-x
Biesta, G. (2020). Risking ourselves in education: Qualification, socialization and subjectification revisited. Educational Theory, 70(1), 89–104. https://doi.org/10.1111/edth.12411
Boulton, C. A., Hughes, E., Kent, C., Smith, J. R., & Williams, H. T. P. (2019). Student engagement and wellbeing over time. PLoS ONE, 14(11), e0225770. https://doi.org/10.1371/journal.pone.0225770
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Fullan, M. (2020). Learning and the pandemic: What's next? Prospects, 49(1–2), 25–28. https://doi.org/10.1007/s11125-020-09502-0
Hattie, J. (2023). Visible learning: The sequel. Routledge. https://doi.org/10.4324/9781003381624
Luckin, R. (2018). Machine learning and human intelligence: The future of education for the 21st century. UCL Institute of Education Press.
OECD. (2021). Beyond academic learning: First results from the survey of social and emotional skills. OECD Publishing. https://doi.org/10.1787/92a11084-en
Schleicher, A. (2019). World class: How to build a 21st-century school system. OECD Publishing.
UNICEF. (2021). The state of the world's children 2021: On my mind—Promoting, protecting and caring for children's mental health. UNICEF.
World Bank. (2023). World development report 2023: Migrants, refugees and societies. World Bank. https://doi.org/10.1596/978-1-4648-1941-4
Yusuf, M., & Hidayat, K. (2022). Reconstructing Islamic educational philosophy in the era of society 5.0. International Journal of Islamic Educational Psychology, 3(2), 101–118.
Zed, M. (2020). Metode penelitian kepustakaan (4th ed.). Yayasan Obor Indonesia
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
