From Reformist Ideology to Classroom Practice: The Influence of Hasan Al-Banna's Thought on Islamic Values Education in Elementary Schools
DOI:
https://doi.org/10.31538/tijie.v7i4.3445Keywords:
Hasan Al-Banna, Islamic Educational Values, Elementary School, Reformist Islamic Thought, Tarbiyah, Moral Character EducationAbstract
This study analyzes the educational thought of Hasan Al-Banna (1906–1949), founder of the Muslim Brotherhood (al-Ikhwan al-Muslimun). It examines its theoretical influence on Islamic values education in elementary schools. As one of the twentieth century's most prominent Islamic reformist thinkers, Al-Banna developed a comprehensive educational philosophy centered on the principle that genuine societal reform must begin with forming individual character through tarbiyah (Islamic nurturing). Employing a qualitative approach through conceptual and biographical analysis of Al-Banna's primary writings, particularly his Majmu'at Rasa'il, this study identifies four core educational values embedded in his reformist thought: tarbiyah al-nafs (self-nurturing and spiritual formation), akhlaq (moral character), ukhuwwah Islamiyyah (Islamic brotherhood and social solidarity), and amar ma'ruf nahi munkar (enjoining good and forbidding evil). The study further explores how these values can be theoretically translated into principles of Islamic values education at the primary school level, including integrated curriculum design, teacher moral exemplarship (uswah hasanah), and community-based character formation. The findings suggest that Al-Banna's educational philosophy offers enduring and substantive conceptual resources for enriching Islamic values education in elementary schools, particularly in Muslim-majority societies such as Indonesia. This study contributes to the discourse on Islamic educational philosophy and the pedagogical legacy of twentieth-century Islamic reformist thought.
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