The Revival of Classical Wisdom: Implementing Mixed Learning Approach Based on Ibnu Khaldun's Theory in Pesantren

Muhammad Farid Asysyauqi, Ali Riyadi, Moh Irmawan Jauhari

Abstract


This study explores applying Ibn Khaldun's mixed learning concept to improving learning outcomes in Islamic boarding schools. The study used a qualitative approach through interviews, observations, and documentation, which were then analyzed using the Optimal Matching Analysis (OMA) method. The study results showed that cognitive learning concepts, such as concept learning, understanding, problem-solving, logic, and public speaking, developed significantly through the fat al-listen constructivism-based forum. Learning outcomes are not only limited to understanding but also include analysis, even to the creation stage. The class discussion forum becomes a stepping stone for students to face more significant challenges outside the classroom. The four Fatq al-Lisan constructivism-based forums ala Ibn Khaldun positively impact the development of linguistic, logic, and interpersonal skills, which are part of multiple intelligences. These findings have implications for the development of 21st-century skills, where students are not only required to master higher-order thinking skills (HOTS) collaboratively but also support linguistic, logical, and interpersonal skills.

Keywords


Ibn Khaldun, Constructivist learning, Fatq al-Lisan, Higher Order Thinking Skills

Full Text:

PDF

References


Awāṭiy, B. B. (2023). al-Fikr al-Tarbawiy ‘Inda Khaldūn. Majallat Jāmi’ah al-`Amīr ‘Abd al-Qādir li al-‘Ulūm al-Islāmiyyah. https://doi.org/10.37138/emirj.v22i1.4247

Amin, H., Pratama, Y., & Amin, A. H. (2023). Revitalizing Ibn Khaldun's Theory of Islamic Education for the Contemporary World. AL-ISHLAH: Jurnal Pendidikan, 15(3), 4010-4020. https://doi.org/10.35445/alishlah.v15i4.2725

Anderson, L. W., Krathwohl, D. R., & Airasian, P. W. (2001). A Taxonomy For Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. Longman.

Âşik Av, H. (2015). Opinions of Ibn Khaldun about the Individual Needs for Education-Teacher and Teaching Profession. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 13(4). https://doi.org/10.18026/cbusos.87228

Asysyauqi, M. F., & Arifin, Z. (2023). Relevansi Konsep Belajar Ibnu Khaldun dalam Perspektif Teori Belajar Kontemporer. Intelektual: Jurnal Pendidikan Dan Studi Keislaman, 13(1), 851–858. https://doi.org/10.33367/ji.v13i1.3645

Ferianto, F., Munafiah, N., Makbul, M., & Firmansyah, F. (2024). Ibnu Khaldun’s Constructivism in Islamic Education. Al-Hayat: Journal of Islamic Education, 8(2), 550. https://doi.org/10.35723/ajie.v8i2.557

Hidayanti, P. N. Y., Sa’diyah, M., & Andaru Bahy, Moh. B. (2022). Hakikat Pendidikan menurut Ibnu Khaldun. Islamadina: Jurnal Pemikiran Islam, 23(2), 207. https://doi.org/10.30595/islamadina.v23i2.9466

Hidayat, Y. (2019). Pendidikan dalam Perspektif Ibnu Khaldun. Al-Ilmi: Jurnal Pendidikan Islam, 2(1), 11–22.

Ibn Khaldūn, A. al-R. (2004). Muqaddimah Ibnu Khaldūn (1st ed.). Dār al-Balkhi.

Jaenudin, R., Chotimah, U. & Syarifuddin, S. (2020). Student Development Zone: Higher Order Thinking Skills (HOTS) in Critical Thinking Orientation. International Journal of Multicultural and Multireligious Understanding, 7(9), 11. https://doi.org/10.18415/ijmmu.v7i9.1884

Syarqiy, N. (2020). Al-Fikru at-Tarbawiyy ’Inda Ibnu Sina wa Ibnu Khaldun: “Nadzrah Tarikhiyyah.” Majallah Kuliyyah at-Tarbawiyah al-Asasiyyah, 28(155). https://doi.org/10.35950/cbej.v115i28.5793

Julianingsing, et al. (2022). Penerapan Problem-Based Learning (PBL) berbasis Diskusi Untuk Meningkatkan Hasil Belajar Peserta Didik SMK Negeri Alu Kab Polewali Mandar Sulawesi Barat. Jurnal Pemikiran dan Pengembangan Pembelajaran, 4(2).

Khandy, K. A. (2018). Ibn Khaldun and Allama Iqbal as educationists. International Journal of Advanced Multidisciplinary Scientific Research (IJAMSR), 1(9). https://doi.org/10.31426/ijamsr.2018.1.9.922

Komarudin. (2022). Pendidikan perspektif Ibnu Khaldun. STIT PN (Sekolah Tinggi Ilmu Tarbiyah Palapa Nusantara) Lombok NTB, 4(1), 23–41. https://doi.org/10.36088/pandawa.v4i1.1419

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of Educational Objectives: Book 2, Affective domain. Longman.

Machouche, S., & Abbas, M. (2022). Ibn Khaldun’s Guide on How Philosophy Should be Taught to Young Muslims. Revelation and Science, 12(2).

Machouche, S., & Bensaid, B. (2015). The roots and constructs of Ibn Khaldūn’s critical thinking. Intellectual Discourse, 23(2), 201–228.

Mahrunnisya, D. (2023). Keterampilan Pembelajar di Abad ke-21. JUPENJI: Jurnal Pendidikan Jompa Indonesia, 2(1). https://doi.org/10.57218/jupenji.Vol2.Iss1.598

Markus, Dayeh, Islam, & Messling. (2020). Early Modern "New Sciences": Inquiries into Ibn Khaldun and Giambattista Vico. Philological Encounters, 5(1). https://doi.org/10.1163/24519197-12340074

Marlinda. (2022). The concepts of Islamic education in the thinking of Ibn Khaldun. International Conference on Islamic Studies (ICIS).

Nurainah. (2019). Pendidikan dalam perspektif Ibnu Khaldun. Serambi Tarbawi: Jurnal Studi Pemikiran, Riset dan Pengembangan Pendidikan Islam, 7(1), 91–108.

Nurhuda, A., Al Khoiron, M. F., Azami, Y. S. I., & Ni’mah, S. J. (2023). Constructivism Learning Theory in Education: Characteristics, Steps and Learning Models. Research in Education and Rehabilitation, 6(2), 234-242. https://doi.org/10.51558/2744-1555.2023.6.2.234

Othman, M. S. B., Hoshan, H., Yusof, A. B., & Abdullah, Z. (2023). The Concept of Malakah Ibn Khaldun In The Context of Teaching That Applies High Order Thinking Skills (HOTS). Syamil: Jurnal Pendidikan Agama Islam (Journal of Islamic Education), 11(1), 61-74. https://doi.org/10.21093/sy.v11i1.5937

Othman, M. S. Bin, Hoshan, H., Yusof, A. B., Abdullah, Z., & Mohamed, A. T. (2023). The Concept of Malakah Ibn Khaldun in The Context of Teaching that Applies High-Order Thinking Skills (HOTS). Syamil: Jurnal Pendidikan Agama Islam, 11(1), 61–74. https://doi.org/10.21093/sy.v11i1.5937

Qasserras, M. (2024). Ibn Khaldun and John Locke’s Thoughts, Reframing Contemporary Education World Order. At-Tadzkir: Islamic Education Journal, 3(2), 134-143. https://doi.org/10.59373/attadzkir.v3i2.53

Rahayu, R., Iskandar, S., & Abidin, Y. (2022). Inovasi Pembelajaran Abad 21 dan Penerapannya di Indonesia. https://doi.org/10.31004/basicedu.v6i2.2082

Tomasello, M. (2023). Having Intentions, Understanding Intentions, and Understanding Communicative Intentions. In Developing theories of intention (pp. 63-76). Psychology Press. https://doi.org/10.4324/9781003417927-5

Yin, R. K. (2018). Case study Research and Applications: Design and Methods (6th ed.). SAGE Publications Inc.




DOI: https://doi.org/10.33852/jurnalnu.v8i1.539

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Muhammad Farid Asysyauqi, Ali Riyadi, Moh. Irmawan Jauhari

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.