From Malakah to Deep Learning: Reconstructing Ibn Khaldun’s Pedagogical Architecture for the Crisis of Competency in the 21st Century
Keywords:
Ibn Khaldun, Malakah, Deep Learning, PISA Crisis, Tadarruj, Kurikulum Merdeka, Educational NeuroscienceAbstract
The 21st-century education system faces a profound "crisis of superficiality," exemplified by Indonesia’s significant decline in the 2022 PISA scores (reading literacy dropped to 359). This decline signals a systemic failure to bridge "declarative knowledge" (knowing that) into "procedural competence" (knowing how). This study aims to critically reconstruct Ibn Khaldun's educational thought in Al-Muqaddimah as a philosophical solution to this modern anxiety. Using a hermeneutic approach and comparative analysis with modern educational psychology and neuroscience, this research argues that Khaldun’s concept of Malakah is not merely habituation but an ontological shift equivalent to "Deep Learning" and biological myelination. The findings reveal three key convergences: (1) The distinction between Ilm (transient rules) and Malakah (ingrained faculty) explains why students can memorize grammar but fail to communicate; (2) The method of Tadarruj (gradualism) serves as a rigorous structural equivalent to Vygotsky’s Scaffolding, offering a sharp critique of the modern "textbook culture" and abridged summaries; and (3) The sociological warning against harsh punishment (Inqibad al-Nafs) aligns with the concept of "Learned Helplessness," providing an ethical foundation for anti-bullying policies. The study concludes that Al-Muqaddimah offers a necessary blueprint for reforms like Kurikulum Merdeka, specifically positioning the Profil Pelajar Pancasila (P5) as the practical vessel for transforming knowledge into character.
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