Pemikiran HAMKA Tentang Pendidikan Islam
HAMKA's Thought on Islamic Education
DOI:
https://doi.org/10.33511/qiroah.v15n1.55-61Keywords:
HAMKA’s thought, Islamic education, character education, learner developmentAbstract
The decline of moral and ethical values in education has become a growing concern due to technological advancement, globalization, and the growing emphasis on academic achievement over character formation. In this context, the educational thought of HAMKA (Haji Abdul Malik Karim Amrullah) offers a relevant framework for integrating intellectual, spiritual, and moral dimensions within Islamic education. This article aims to analyze HAMKA’s thought on Islamic education and explore the potentials of learners that should be developed according to his perspective. The study employed a qualitative approach using content analysis. Data were obtained from HAMKA’s writings as primary sources and supported by books, scholarly articles, and previous studies discussing his educational thought. The data were analyzed through reduction, categorization, interpretation, and conclusion drawing. The findings indicate that Islamic education, according to HAMKA, is directed toward achieving happiness in both worldly and eternal life through the balanced development of intellectual, spiritual, moral, and social potentials. Education is intended to cultivate individuals who possess faith, knowledge, noble character, and social responsibility. These findings demonstrate the relevance of HAMKA’s educational thought for strengthening character education and promoting a holistic approach to Islamic education in contemporary society.
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