REVITALISASI PEMIKIRAN PENDIDIKAN ISLAM PERSPEKTIF IBNU KHALDUN DALAM REKONSTRUKSI PERADABAN ISLAM KONTEMPORER

Ahmad Rofiq

doi:10.48094/raudhah.v10i3.997

Authors

Ahmad Rofiq Universitas Islam Negeri Raden Fatah Palembang, Indonesia

DOI:

https://doi.org/10.48094/raudhah.v10i3.997

Keywords:

Ibn Khaldun, Islamic education, tadrij, takrir, civilization, integration of knowledge

Abstract

This research aims to conceptually analyze Ibn Khaldun's educational thought and its relevance for the reconstruction of contemporary Islamic education. Departing from the problem of value crisis, fragmentation of knowledge, and the weakening of the spiritual dimension in modern education, this study seeks to reinterpret Ibn Khaldun's fundamental ideas as the basis for strengthening the civilization-based Islamic education paradigm. The method used is qualitative research with a literature study design through an in-depth analysis of the primary text of Al-Muqaddimah as well as relevant secondary literature from national and international journals. The results of the study show that Ibn Khaldun's educational thinking places education as a civilizational project, which aims to form intelligence, moral integrity, and social cohesion of society. Key concepts such as tadrij (gradual learning), takrir (meaningful repetition), the integration of naqli–'aqli knowledge, and the strengthening of 'asabiyyah offer a pedagogical, epistemological, and social framework that can address the problems of Islamic education today. The novelty of this research lies in the integrative mapping between educational theory, epistemology, and Ibn Khaldun's theory of civilization as a more holistic and future-oriented model of Islamic education revitalization. These findings open up space for the development of integrative curriculum, adaptive learning strategies, and institutional design that reaffirm the role of education as an agent of the formation of the perfect human being and the driving force of the revival of Islamic civilization.

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