Ibn Khaldun’s Concept of Malakah and the Philosophy of Deep Learning: A Mindful, Meaningful, and Joyful Learning Perspective

Abstract

This study aims to analyze Ibn Khaldun's concept of malakah in relation to the philosophy of deep learning based on the principles of mindful, meaningful, and joyful learning. The background of the study departs from the need for an educational approach that emphasizes depth of understanding, critical reflection, and character building. Using a narrative comparative literature review method, this study examines primary literature in the form of the Muqaddimah and compares it with contemporary studies on the implementation of deep learning in Indonesia. Data were analyzed using content analysis techniques through a process of reduction, theme categorization, and comparative interpretation. The results of the study indicate a strong relevance between malakah and deep learning, particularly in the process of internalizing knowledge through continuous practice, directed repetition, and reflective dialogue. The findings of this study is the development of a conceptual framework for the Malakah-Deep Learning Integration, a synthetic framework that maps the integration of cognitive, affective, and psychomotor, and connects the spiritual-moral dimensions of malakah with the development of 21st-century competencies in deep learning. This framework provides a philosophical-pedagogical foundation for designing more holistic and contextual Islamic Religious Education learning. This study also recommends further empirical studies to test the effectiveness of the conceptual framework in educational practice.