Konsepsi Pendidikan dalam Filsafat Sosial Ibnu Khaldun dan Relevansinya terhadap Transformasi Pendidikan Modern

Abstract

This article presents an in-depth analysis of the conception of education within Ibn Khaldun’s social philosophy and its relevance to the dynamics of modern educational transformation. Grounded in the Muqaddimah his magnum opus that offers a comprehensive examination of civilizational development this study highlights how Ibn Khaldun’s ideas on ta‘līm (instruction) and tarbiyah (character formation) are rooted in empirical historical principles, social structures, and the psychological dynamics of human learning. His emphasis on gradual methodology (tadarruj), intellectual habituation, and contextualized learning in accordance with learners’ developmental readiness demonstrates a pedagogical insight far ahead of his time, laying a theoretical foundation for contemporary constructivist and humanistic approaches. In the context of modern educational transformation marked by digitalization, the integration of twenty-first-century literacies, and the growing need for adaptive competencies and ethical character Khaldunian thought offers a highly relevant reflective framework. The analysis underscores that an educational orientation integrating moral-intellectual dimensions, sensitivity to social structures, and the cultivation of critical reasoning aligns closely with the current agenda of educational reform. Therefore, Ibn Khaldun’s conception of education is not merely of historical significance but also provides an epistemological and ethical grounding for formulating transformative, holistic, and sustainable educational models.