IBN KHALDUN’S CONCEPT OF EDUCATION

  • E. KOSWARA Post Graduate Program, Darussalam Institute for Islamic Studies
  • YADI FAHMI ARIFUDIN Post Graduate Program, Darussalam Institute for Islamic Studies

Abstract

Various Islamic education ideas have been inscribed by Muslim scholars. However, this diversity is still based on a religious orientation that is always inherent. The style of Muslim scholars in bringing forth their ideas is not always the same, but the final orientation is not different, namely the religious orientation that wants to bring benefit value to life in the world and the hereafter. This paper outlines one of the educational thoughts of Muslim scholars, Ibn Khaldun, who tends to be Pragmatic-Instrumental in expressing scientific theories and their teachings. For Ibn Khaldun, the primary education is for students. Education must provide the value of benefits for students with an effective and efficient approach. Educators must not impose the will in providing teaching material to students. The type of knowledge given to students must be gradual; from simple science to complex science, so that students do not fall into the burden of over-thinking, which in fact blunts their imaginative power and creativity, and only delivers students' logical thinking to the zero level. Education must be carried out through a natural, gradual and loving process.

References

Al-Ghazali. (1985). Syarah Ayyuhal Walad. Surabaya: Al-Hidayah.
Depag RI. (1993). Ensiklopedi Islam. Jilid 2. Jakarta: CV. Anda Utama.
Bouthoul, Gaston. (1998). Teori-Teori Filsafat Sosial Ibn Khaldun, terj. Yudian W. Asmin. Yogyakarta: Titian Ilahi Press.
Alfiyah, Hanik Yuni. (April 2006). “Ibn Khaldun dan Tafsir Sosial”, Paramedia, Jurnal Komunikasi dan Informasi Keagamaan, Vol. 7, No. 2. Surabaya: Lemlit IAIN Sunan Ampel.
Khaldun, Ibn. (1985). al-Muqaddimah. Jilid III. Kairo: al-Maktabah al-Tijariyah.
Ridla, Muhammad Jawwad. (2002). Tiga Aliran Utama Teori Pendidikan Islam (Perspektif Sosiologis–Filosofis), Terj. Mahmud Arif dari Judul ”al-Fikr al-Tarbawi al-Islamiyyu Muqoddimat fi Ushulih al-Ijtimai ’yati wa al-Aqlamiyyat”. Yogyakarta: PT. Tiara Wacanan.
Al-Syaibani, Muhammad Omar al-Toumy. (1979). Falsafah Pendidikan Islam, terj. Hasan Langgulung. Jakarta: Bulan Bintang.
Fahmi, Muhammad. (2005). “Intellectual Democracy: Paradigma Pendidikan Islam di Era Posmodern, Catatan Kaki, Nizamia, Jurnal Pendidikan Islam, Volume 8 Nomor 2. Surabaya: Fakultas Tarbiyah IAIN Sunan Ampel.
Freire, Paulo. (2000). Pendidikan Kaum Tertindas, Cet. Ke-3. terj. Oetomo Dananjaya, dkk. Jakarta: LP3ES.
Zarnuji, Syekh. (1985). dalam Syekh Ibrahim, Syarah Ta’lim al-Muta’allim Thariq al-Ta’allum. Surabaya: Al-Hidayah.
Abdullah, Syamsudin. (1997). Agama dan Masyarakat: Pendekatan Sosiologi Agama. Jakarta: Logos Wacana Ilmu.
HUSNI, H., & SETIAWAN, I. (2018). HERMENEUTICS PARADIGM IN RELIGIOUS RESEARCH. International Journal of Religious Studies, 6(2). Retrieved from https://fssh-journal.org/index.php/jrs/article/view/29
Suharto, Toto. (2003). Epistemologi Sejarah Kritis Ibn Khaldun. Yog-yakarta: Fajar Pustaka Baru.
Published
2019-08-21
How to Cite
KOSWARA, E., & ARIFUDIN, Y. (2019). IBN KHALDUN’S CONCEPT OF EDUCATION. Educational Review: International Journal, 16(1). Retrieved from http://fssh-journal.org/index.php/es/article/view/58