Ibn Khaldun’s Concept of Pragmatism and Its Relevance to The Development of Islamic Education in Indonesia

Abstract

The pragmatism philosophy of education emphasizes that ideas must be tested in the form of experiments and sees education as the most important component in the change and progress of society pragmatically. Among its figures is Ibn Khaldun with an empirical-pragmatic style of thought. The purpose of this research is to explore the idea of Ibn Khaldun's pragmatic thinking and assess its relevance in the development of Islamic education in Indonesia. This research applies a philosophical-historical approach in using library research method. Information comes from Ibn Khaldun's works and various types of literature such as books, magazines, relevant documents. The results of this study are that; Ibn Khaldun's pragmatism is not ism-ism, but Ibn Khaldun is Pragmatism-Religion. Ibn Khaldun's pragmatic concept can be seen in the components of education; (a) the purpose of education, Ibn Khaldun emphasized that students are able to adapt to changes in society pragmatically and materially successful, so that students succeed in the world and the hereafter. (b) The educational curriculum offered by Ibn Khaldun allows all types of material to be studied. (c) The method of education, for Ibn Khaldun active learning teaching oriented to the teacher (teacher oriented). The relevance of Ibn Khaldun's thought to the development of Islamic education in Indonesia, namely; (a) the purpose of education is to realize students who are knowledgeable, capable and responsible. (b) In the field of curriculum, both Ibn Khaldun offers a dynamic curriculum has relevance to current Islamic education. Educational methods with active learning.