Ibn Khaldun's Tadrij Methodology: A Conceptual Framework for Addressing Cognitive Problems in Islamic Religious Education

Abstract

Islamic Religious Education in schools continues to face significant cognitive problems, including memorization-oriented learning, cognitive overload, and teacher centered pedagogy, which diminish the critical reasoning abilities of students. This study aims to analyze the gradual learning methodology of Ibn Khaldun as a conceptual solution to these issues. Employing a qualitative approach with a structured library research design, secondary literature was systematically gathered through academic databases with explicit inclusion and exclusion criteria. The findings reveal that Ibn Khaldun strongly criticized rote memorization and abrupt instruction, advocating instead for gradual learning, meaningful repetition, and cognitive readiness. Furthermore, while sharing intersections with modern constructivism, his educational philosophy offers a unique integration of intellectual and moral development. This study proposes a reconstructed gradual learning model designed to shift instructional practices from curriculum completion toward cognitive load management and deep learning.