Pendidikan Islam Pada Masa Dinasti Umayyah

Abstract

This study examines the practice and development of Islamic education during the Umayyad Dynasty (661–750 CE), focusing on educational institutions, curriculum, teaching methods, the role of educators, and the relationship between education and the policies of Arabization and Islamization. Using a qualitative library-research design with historical-descriptive and critical analysis of journal articles published between 2020 and 2026, the study finds that education in this period grew organically and non-formally through the kuttab, mosques and study circles (halaqah), scholars’ homes, the court, and the badiyah. The state did not build a standardized school system; its influence was indirect, working through Arabic as the language of administration, support for scholarly gatherings, and patronage of translation. The curriculum centred on the Qur’an, hadith, jurisprudence, and the Arabic language, while practical and rational sciences began to enter. The study also notes important limitations: unequal access, funding that relied on scholars and the community, and scholarly disagreement over how far institutionalization had progressed. Umayyad education is best understood as a foundational phase that prepared linguistic, textual, and scholarly infrastructure for the Abbasid era, and it offers lessons for contemporary Islamic education on the integration of knowledge, teacher exemplarity, and fair access.