Ahmad Amin’s Thought on the Philosophy of Moral Education in Islamic Education

Abstract

Moral education is a central concern of Islamic education because intellectual development alone does not guarantee the formation of responsible and ethical human beings. This article examines Ahmad Amin’s thought on the philosophy of moral education and its relevance to contemporary Islamic education. The study uses library research with a descriptive-analytical approach, drawing primarily on Ahmad Amin’s ethical thought and supporting works on Islamic educational philosophy and character education. The analysis shows that Ahmad Amin understands morality as a deeply rooted disposition that becomes visible in habitual conduct. Consequently, moral education should move beyond the transmission of moral concepts toward habituation, exemplary conduct, moral training, and a supportive social environment. His perspective also connects moral formation with the balanced use of reason and spiritual awareness, so that religious commitment is expressed in ethical responsibility and social conduct. The article argues that Ahmad Amin’s thought remains relevant to contemporary Islamic education because it offers a humanistic and contextual framework for character formation amid modernization, digital change, globalization, and moral uncertainty.