The Objectives of Islamic Education from Buya Hamka’s Perspective and Their Relevance to Contemporary Islamic Education

Abstract

This study aims to examine the objectives of Islamic education from the perspective of Buya Hamka and to analyze their relevance to contemporary Islamic education. This research employs a qualitative approach with a library research design. The data sources consist of primary and secondary sources. Data were collected through documentation and literature review. The data were analyzed using content analysis through data reduction, thematic categorization, interpretation, and conclusion drawing. The findings reveal that the objectives of Islamic education in Buya Hamka’s perspective emphasize the formation of individuals who possess faith, knowledge, noble character, independence of thought, and social responsibility. Education is not merely understood as a process of knowledge transmission, but as the cultivation of the soul, intellect, and conduct, enabling human beings to know Allah and live with dignity. Hamka’s thought remains relevant to contemporary Islamic education as it addresses issues such as moral decline, the dominance of cognitive-oriented education, the lack of digital ethics, and the need to strengthen character education. Therefore, Hamka’s concept of education can serve as a foundation for developing Islamic education that is integrative, humanistic, religious, and adaptive.