Synthesis of Classical Islamic Educational Epistemology: Al-Farabi, Ibn Sina, and Al-Ghazali in the Era of Intellectual Disruption

Abstract

This study aims to analyze and synthesize the epistemology of classical Islamic education through the perspectives of Al-Farabi, Ibn Sina, and Al-Ghazali in addressing modern intellectual disruption. This research employs a qualitative approach using a library research design grounded in an interpretive-constructivist paradigm. Data were collected from primary sources consisting of the major works of the thinkers and secondary sources from relevant academic literature. The data were analyzed using content analysis, philosophical hermeneutics, and comparative analysis within an integrative synthesis framework. The findings reveal that Al-Farabi emphasizes logical rationality as a foundation for building a civilized society, Ibn Sina highlights the importance of a biopsychological approach in developing individual potential, and Al-Ghazali places ethics and spirituality at the core of education. The synthesis of these perspectives results in a holistic-integrative education model that integrates intellectual, individual, and spiritual dimensions into a unified framework. This study concludes that reconstructing Islamic educational epistemology based on classical thought holds both conceptual and practical relevance in responding to modern intellectual disruption. The main contribution of this research lies in formulating an integrative epistemological model of Islamic education as an alternative paradigm that is more humanistic, adaptive, and oriented toward character formation and ethical civilization.