Relevansi Pemikiran Ibnu Khaldun Tentang Solidaritas Sosial di Era Digital
DOI:
https://doi.org/10.51278/aj.v8i3.2779Keywords:
Social Solidarity, Islamic Education, Digital Era, AIAbstract
Digital transformation in education has significantly changed learning processes through the integration of information technology, online learning platforms, and Artificial Intelligence (AI). However, these developments have also generated social challenges, including increasing digital individualism, declining interpersonal interaction, and weakening social solidarity within educational environments. This study aims to examine the relevance of Ibn Khaldun's concept of 'ashabiyyah (social solidarity) as a philosophical foundation for strengthening education in the digital era. This research employed a qualitative library research approach using content analysis of scientific literature published between 2019 and 2026 concerning Ibn Khaldun's thought, Islamic education, digital education, and AI. The findings reveal that the concept of 'ashabiyyah remains highly relevant for developing a humanistic digital education model through collaborative learning, the cultivation of students' social character, and the promotion of ethical technology use in education. The study further demonstrates that education in the digital era requires integrating technological innovation and values of social solidarity to ensure that educational objectives remain oriented toward the holistic development of human beings. Therefore, Ibn Khaldun's concept of 'ashabiyyah offers a valuable conceptual framework for balancing technological advancement with the humanistic and social dimensions of contemporary education, providing educators with a philosophical foundation for fostering collaboration, ethical responsibility, and social solidarity while contributing to the development of more humanistic Islamic education in the AI era.
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