Happiness in Al-Farabi’s Thought: Implications for Islamic Educational Philosophy

Fatimah Azzahra; Ahmad Barizi; Amiliya Nur Rosyidah; Fahmi Fadilah; Fa'izah Darotul Zuhro

doi:10.14421/hjie.2025.52-10

Authors

Fatimah Azzahra Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Ahmad Barizi Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Amiliya Nur Rosyidah Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Fahmi Fadilah Universitas Al-Azhar, Egypt
Fa'izah Darotul Zuhro Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia

DOI:

https://doi.org/10.14421/hjie.2025.52-10

Keywords:

Al-Farabi, Happines, Islamic Educational-Philosophy, Systematic Literature-Review, PRISMA

Abstract

Abstract: This study examines Al-Farabi’s concept of happiness (al-sa‘adah) and analyzes its relevance within the framework of Islamic educational philosophy. The research employs a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and transparent synthesis. From an initial pool of 1,750 records identified across academic databases such as Google Scholar and ResearchGate, 30 high-quality peer-reviewed studies published between 2000 and 2025 were selected based on strict inclusion criteria. Data were analyzed using manual thematic analysis following the six-stage Braun and Clarke model, with inter-rater reliability validated by two reviewers (Cohen's Kappa > 0.75). The findings indicate that Al-Farabi views happiness as the ultimate aim of human existence, attainable through the perfection of intellect, ethics, and spirituality. True happiness is described not as material prosperity but as a stable inner state achieved through the union of the human intellect with the active intellect (‘aql al-fa‘al). From an educational perspective, this concept underscores the need for a holistic Islamic education model that integrates intellectual development with moral and spiritual cultivation. The study also highlights the implications of Al-Farabi’s Madinah al-Faḍilah, which illustrates that individual happiness is inseparable from a just, ethical, and well-governed society. Nevertheless, this study is limited by its reliance on textual interpretation and the absence of empirical analysis. Future research is recommended to explore the practical application of Al-Farabi’s ideas in contemporary Islamic educational institutions and to examine their impact through empirical or mixed-method approaches.

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