Nahdatul Hazmi, Jamaris, Sulfyarma M

Ibn Sina's Concept of Thought About Education the Concept of Ibn Sina's Thoughts on Education

Introduction

Ibn sina's concept of thought about education the concept of ibn sina's thoughts on education. Delve into Ibn Sina's profound educational concepts. Explore his multidisciplinary insights, their relevance to contemporary moral decline, and improving religious education.

Abstract

Ibnu Sina is a prominent figure in the Islamic world whose influence extends widely, not only in the Islamic world but also in the West. His expertise spans various fields, including medicine, philosophy, Islamic law, and education. Thus, it is an interesting study to explore Ibn Sina's conceptual thoughts on education. In the present time, there has been a decline in moral values across various groups, particularly among students. A simplistic view prevailing in society attributes the moral, ethical, and behavioral degradation of students to the failure of religious education in schools. It must be acknowledged that, to some extent, religious education does have certain weaknesses, ranging from minimal instructional hours, overly theoretical content, to educational approaches that tend to focus on the cognitive aspects rather than the affective and psychomotor aspects of students.

Review

This paper proposes an exploration of Ibn Sina's conceptual thoughts on education, positing his ideas as a valuable lens through which to examine contemporary challenges, particularly the perceived decline in moral values among students. The abstract effectively highlights Ibn Sina's multidisciplinary genius and broad historical influence, establishing his credentials as a figure whose insights could be highly relevant. The motivation for the study, linking historical educational philosophy to modern concerns about moral degradation and the efficacy of religious education, is timely and promises to offer a historically informed perspective on a pressing societal issue. However, the presentation of the study's scope and methodology, particularly in the abstract and title, presents significant areas for improvement. The title, "Ibn Sina's Concept of Thought About Education the Concept of Ibn Sina's Thoughts on Education," is highly repetitive and grammatically awkward, requiring substantial revision for clarity and conciseness. While the abstract correctly identifies a pertinent problem concerning moral decline and offers a detailed critique of weaknesses in current religious education—such as minimal instructional hours, overly theoretical content, and a focus on cognitive over affective/psychomotor aspects—it dedicates a disproportionate amount of space to this problem statement rather than outlining the specific contributions of Ibn Sina's thought. There is a notable absence of information regarding the specific educational concepts of Ibn Sina to be analyzed, the research questions guiding the exploration, or the methodology to be employed in extracting and interpreting his ideas. In its current form, the abstract functions more as a problem statement for a broader discussion on education rather than a concise summary of a study focused on Ibn Sina. To maximize its impact, the paper would benefit from a sharper articulation of *how* Ibn Sina's educational philosophy is specifically relevant to the identified weaknesses in modern religious education, beyond simply "exploring" his thoughts. Future revisions should aim to clearly state the study's specific objectives, methodology, theoretical framework, and anticipated findings or arguments derived from Ibn Sina's work. This would provide a clearer roadmap for readers, outlining the unique contribution this historical analysis intends to make to contemporary educational discourse.

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