Philosophical Reconstruction of Ibn Khaldun's Education: Building the Integration of Moral and Intellectual Values in the 21st Century Education Paradigm

Abstract

21st century education faces the challenge of integrating the development of intellectual abilities with the formation of moral values in responding to social dynamics, scientific developments, and technological changes. An educational orientation that emphasizes the achievement of cognitive competencies without being balanced by character formation has the potential to produce individuals who are academically capable, but lack moral and social responsibility. This research aims to reconstruct Ibn Khaldun's educational philosophy as a conceptual foundation for the development of an educational paradigm that integrates moral and intellectual dimensions holistically. The research uses a library research method with a philosophical approach and comparative thematic analysis through the review of the literature on Ibn Khaldun's educational thoughts, especially in Al-Muqaddimah, the Independent Curriculum document, and relevant research results. The analysis is focused on the balance of naqliyah and aqliyah knowledge, the formation of morals through habituation, the development of thinking skills, and the relationship of education with social realities and the needs of the times. The results of the study show that Ibn Khaldun's educational thinking has conceptual relevance to the 21st-century educational paradigm, especially in viewing education as a process of forming human beings who are knowledgeable, moral, and able to contribute to society. A philosophical reconstruction of his thinking resulted in a synthesis that the integration of moral values and intellectual development needs to be realized through contextual learning, habituation of values in educational culture, the development of critical reasoning, and the involvement of the social environment. In the context of the Independent Curriculum, the synthesis can be a foundation to strengthen the integration between competence mastery, character formation, and the social relevance of learning. This study concludes that the actualization of Ibn Khaldun's thought not only maintains the classical intellectual heritage, but also opens up space for the development of educational paradigms that are adaptive to the changing times without losing their moral