Study of Ibn Sina’s Educational Thought and Its Contextualization in the Contemporary Era


  • Made Saihu Institut Perguruan Tinggi Ilmu Al-quran Jakarta ·
  • Supriyadi Ahmad UIN Syarif Hidayatullah Jakarta
  • Darwis Hude
  • Muhammad Hariyadi



Indonesian lecturer


This study discusses the structure of Ibn Sina's thought and its contextualization in the contemporary era seen from a subjective point of view referring to the aspect of purifying the soul. Ibn Sina divided the human soul into three parts, they are: the nabâtiyyah, hayawâniyyah, and insâniyyah.  According to Ibn Sina, human ethics is in the nabâtiyyah, so the education that must be taught is a morals education, cleanliness, and arts. When the child is in the soul of hayawāniyyah, that is, when the child can respond and move through sensing, then the student is in a state of being stimulated through understanding the Qur'an, especially reading, and interpreting it, also followed by lessons to be able to study, analyze and be critical of the meanings of each word of Allah Swt. On the soul of insâniyyah, then children are sought to be educated to be able to integrate intellectual, emotional, and spiritual intelligence, to create an integrality education, that is education that can bring together the dimensions of serviced (al-'Amilah) and spiritual (al-'Alimah). This literature study confirms that to achieve the goals of Islamic education, the education provided should not be dictated, because with the dichotomy, it will further foster secular values in the world of Islamic education. Although the integration aspect of the three intelligences boils down to a non-dichotomous educational paradigm, it does not necessarily eliminate the goal of educational thought. An educational perspective that places the purification of the soul as an offer of Islamic education in the contemporary era.



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How to Cite

Saihu, M., Supriyadi Ahmad, Darwis Hude, & Muhammad Hariyadi. (2024). Study of Ibn Sina’s Educational Thought and Its Contextualization in the Contemporary Era. Pegem Journal of Education and Instruction, 14(3), 393–399.