Conceptual Analysis of Islamic Educational Psychology: Relevance of Basic Concepts and Goals in Contemporary Education

Abstract

This study aims to examine the core concepts and objectives of Islamic educational psychology and to explore their relevance to contemporary educational contexts. The study employed a qualitative library-based approach, using comparative conceptual analysis and content analysis to examine a range of classical and contemporary sources related to Islamic educational psychology. The research drew upon the works of prominent Muslim scholars, including Abu Hamid al-Ghazali, Ibn Khaldun, Ibn Sahnun, and Ibn Miskawayh, in addition to several academic studies published in recent years. The findings indicate that Islamic educational psychology is grounded in a holistic understanding of the human being, viewing the individual as an integrated entity that encompasses intellectual, psychological, moral, and spiritual dimensions. The study also found that the aims of Islamic educational psychology extend beyond cognitive development to include the cultivation of moral character, the promotion of psychological well-being, and the strengthening of learners’ spiritual awareness. In addition, the analysis revealed that many concepts discussed in contemporary educational psychology can be traced back to the Islamic intellectual tradition. The study concludes that Islamic educational psychology should not be viewed merely as a historical intellectual legacy; rather, it represents a meaningful educational and epistemological framework that can contribute to addressing current educational challenges and the various difficulties faced by learners in today’s world.