KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

Saripudin, NIM.: 23204012039 (2025) KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study examines the humanistic concepts of Ibn Khaldun and Abraham Maslow and their relevance to Islamic Religious Education (PAI). Although originating from different historical, cultural, and disciplinary contexts, both thinkers share a common concern for human development and the formation of an ideal human being. Ibn Khaldun emphasizes the gradual nature of human development (tadarruj), the importance of habituation, the influence of social environments, and the formation of malakah as a deep and internalized competence. Meanwhile, Maslow proposes the hierarchy of human needs, ranging from physiological needs, safety, belongingness, esteem, to self-actualization and transcendence. Both perspectives highlight the necessity of fulfilling basic and psychological needs as prerequisites for higher-level development. This research is a library research employing historical and philosophical approaches. Data were collected from primary and secondary sources and analyzed through content analysis techniques, including data condensation, data presentation, and conclusion drawing. The study aims to describe the humanistic concepts of Ibn Khaldun and Abraham Maslow, identify their similarities and differences, and explore their relevance to the development of humanistic Islamic Religious Education. The findings show that the humanistic concepts of both thinkers provide significant contributions to designing PAI learning that is more human-centered. Ibn Khaldun’s emphasis on gradual learning, gentleness, and positive social interaction aligns with Maslow’s fokus on psychological needs, a safe learning environment, and learner autonomy. Integrating these two perspectives results in a learning model that is dialogical, participatory, learner-centered, and capable of fostering balanced cognitive, affective, social, moral, and spiritual development. Learning approaches such as student-centered learning, experiential learning, holistic education, and facilitative teaching strongly correspond with the humanistic principles of Ibn Khaldun and Maslow. This study concludes that synthesizing the humanistic concepts of Ibn Khaldun and Abraham Maslow offers a strong philosophical and pedagogical foundation for developing Islamic Religious Education that is more relevant, humanistic, and transformative. Such an approach enriches Islamic educational theory and enhances learning effectiveness by guiding students toward mature spiritual growth and self-actualization.

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