Pragmatisme Religius dalam Pendidikan Islam: Integrasi Pemikiran John Dewey dan Ibnu Khaldun

Abstract

This study aims to analyze John Dewey's concept of pragmatism in Islamic education, explain Ibn Khaldun's principles of Islamic education that align with the pragmatist approach, and formulate a model for integrating pragmatism into Islamic education that adopts pragmatic principles without sacrificing fundamental Islamic values. This study employed a qualitative approach with library research. Primary data sources included the works of John Dewey and Ibn Khaldun, while secondary data sources included journal articles, books, and previous research. The Miles & Huberman model was used for data analysis. Data validity was maintained through source triangulation and extended literature review. The results indicate that John Dewey's pragmatism emphasizes experiential learning and problem-solving, but relies on secular rationalism that neglects the spiritual dimension. Conversely, Islamic educational principles consistent with the pragmatic approach are already present in Ibn Khaldun's thinking through the tadarruj method, the appropriateness of material to student development, the concept of rihlah (religious reflection), and the balance between knowledge and good deeds. This study formulates a model of religious pragmatism, or guided pragmatism, that is, an integrated model that utilizes pragmatic principles as an operational methodology, with faith as a filter, a balance between theory and practice to prevent hidden materialism, and an orientation toward the afterlife as the ultimate goal. These findings imply that this model of religious pragmatism can serve as a foundation for developing contextual, experience-based Islamic education without neglecting the values ​​of faith, morals, and spiritual orientation. It also serves as a conceptual reference for Islamic educators and educational institutions in designing learning strategies that balance the demands of the times with Islamic principles.