https://journal.iainlangsa.ac.id/index.php/atfaluna
Copyrigh 2023, is licensed under a CC-BY Vol. 6 No. 2 (December, 2023)
Publisher: IAIN Langsa pp. 52-67
Phases of human development: Comparing Western and Islamic
theories and the implication in Islamic education
Salami Mahmud1*, Nurul Fajri Ulfah2, Syiva Fitria3, Fatmawati4
1,2 Department of Islamic Education, Universitas Islam Negeri Ar-Raniry, Aceh, Indonesia
3 Department of Islamic Psychology, Institut Agama Islam Negeri Langsa, Aceh, Indonesia
4 School of Psychology, University of Exeter, Exeter, United Kingdom
*Corresponding e-mail:
http://dx.doi.org/10.32505/atfaluna.v6i2.7192
Submission : October 24, 2023
Revision : December 15, 2023
Accepted : December 30, 2023
Abstract
The physical, cognitive, and socio-emotional development determine every aspect of human life,
including education. Providing appropriate education for children is determined by the child's
developmental stage. The current study aims to describe the stages of human development according
to Western and Islamic concepts and their implications in Islamic education. To ensure a
comprehensive investment in human beings, attention to religious education and introducing
religious instruction from the prenatal stage is deemed necessary, as this period forms the foundation
for further development. The research methodology employed in this study is a Systematic Literature
Review (SLR). After reviewing various literature sources, the researchers selected several references
that were relevant to the topic. The study's results indicate that the prenatal phase in Islamic
psychology is more extended than Western psychology's. The tamyiz and amrad phases, viewed in
Islamic psychology as preparations for entering adulthood, correspond to the Western psychological
perspective of puberty. The futuh phase, or the phase of wisdom in Islamic psychology, occurs when
a person ages 40, whereas Western psychology labels this as the adult phase. The phase of the
Hereafter is considered crucial in Islamic psychology, while Western psychology lacks an afterlife
phase. Consequently, Muslims undergo lifelong education from early birth to death. In conclusion,
every phase of human life must be educated according to the level of maturity, starting from prenatal,
infant, early childhood, school age, adolescent, young adult, mature adult, to late adult.
Keywords: human development; islamic theory; islamic education; islamic psychology; western theory.
Atfaluna | Copyright © 2023, is licensed under a CC-BY {52}
,Phases of human development: Comparing Western and Islamic theories and its implication in Islamic education
p-ISSN: 2655-8572 e-ISSN: 2655-8009
A. INTRODUCTION
The definition of human beings can be viewed from different perspectives due to
their complexity. Among these perspectives, one defines man as a thinking being (homo
sapiens), another as a shaped being (homo faber), and yet another as an educable being
(homo educandum). Regarding the significance of education, all these perspectives on man
can serve as a basis for determining the approach to educating him (Ilyas, 2019). This view
of man emphasizes the reality of man as a unity of individual and social creatures, a physical
and spiritual unity, and a creature of God. To effectively educate a man, it is necessary to
comprehend the processes of human development, as education takes into account the social
norms and behavioral traits appropriate for each developmental stage (Fadlullah, 2017).
Therefore, understanding human development holds significant importance.
Furthermore, according to Hurlock (1980), understanding developmental patterns is
fundamental to comprehending children fully and providing suitable education and
instruction at the appropriate times. The process of human growth is crucial for enabling
individuals to realize their full potential and achieve personal well-being, happiness, and self-
actualization (Zahid & Kassim, 2023). From birth, even in the mother's womb, man
continues to experience development and growth. Development is defined as a pattern of
change that begins at the time of growth and continues until the end of life. Development is
mentally oriented, while growth is oriented towards an increase in size and structure, and
thus, development persists throughout life while growth has a time limit (Dwiyono, 2021).
Human beings exhibit periodic differentiation in development and growth, along with
specific timing and rhythm.
According to Santrock (2011), development is described in terms of stages to
facilitate comprehension and organization, which refer to developmental periods. The
developmental period results from the interaction between biological, cognitive, and
socioemotional aspects of development. The developmental phase is a process experienced
by an individual toward a level of maturity that takes place systematically and continuously
in both physical and psychological aspects. Thus, a person's development is heavily
influenced by the maturity process (Jahja, 2011).
The level of an individual's abilities is determined by their age or the period of their
development, as it can determine the level of knowledge, intellectual capacity, emotional well-
being, talents, and interests of the student. This determination is observed from biological,
psychological, and didactic dimensions. Therefore, it can be formulated that this phase of
development is a process of qualitative change (related to functional perfection) and
progression due to changes in biological structures and learning processes (Samsudin et al.,
2016).
Several researchers have explored the phases of human development in Islamic
education. Ilyas (2019) stated that the phase of human development goes through various
educational processes, starting from the nutfah to becoming mudghah and eventually
becoming a baby. According to Islamic education, this process should encompass the period
Atfaluna: Journal of Islamic Early Childhood Education, Volume 6 Issue 2, December 2023, p. {53}
, Phases of human development: Comparing Western and Islamic theories and its implication in Islamic education
p-ISSN: 2655-8572 e-ISSN: 2655-8009
before birth, after birth, throughout one's life, and also address how the elderly should be
treated in accordance with Islamic values.
In contrast, Western theory, as articulated by Hurlock (1980), delineates stages of
human development from prenatal to late adulthood. However, research comparing Islamic
and Western theories remains limited. Therefore, this study aims to compare and identify the
similarities and differences between Western and Islamic concepts of human development
and how each phase of human development can be utilized in Islamic education. The study
posits that, despite the similarities in how humans develop, differences exist in each phase
depending on the approach used—whether Western or Islamic theory.
B. METHOD
The method employed in this research is the Systematic Literature Review (SLR).
The SLR method is used to individualize, study, evaluate, and interpret all available research
on phenomena related to relevant questions. The SLR approach allows for a systematic
review, the journal can be reviewed and systematically identified on each process following
the steps or protocols that have been established (Sutanto et al., 2021). The advantages of
SLR according to Lamé (2019) provide a structured approach to answer important research
questions. Kitchenhamn et al. (2009) stated that SLR assists in the creation of evidence-based
guidelines for practitioners, in addition to compiling all available data on a research subject.
This research also combines the SLR with the study of the library as a technique to collect
data by scanning books, literature, records, and reports related to solved problems (Zed,
2014).
Both electronic databases and printed resources were utilized in this study. The
electronic databases used include Scopus, ISI Web of Science, Google Scholar, Eric, etc.
Furthermore, printed resources such as books, literature, records, and reports related to
solved problems were also identified, and a screening process was conducted. The key words
used in searching the data are; Human Development, Islamic View of Human Development,
Psychological view of Human Development, Religious Education. The resources that met
the criteria were included in this study.
Indentification • 70 records (Electronic Databases and Printed
and Screening Databases) identified and some duplicated data removed
• 50 records assessed for elibility
Eligibility (some excluded due to not emperical
study )
• 48 records
Included included in
this stuy
Picture 1.
Prisma Flowchart
Atfaluna: Journal of Islamic Early Childhood Education, Volume 6 Issue 2, December 2023, p. {54}
Copyrigh 2023, is licensed under a CC-BY Vol. 6 No. 2 (December, 2023)
Publisher: IAIN Langsa pp. 52-67
Phases of human development: Comparing Western and Islamic
theories and the implication in Islamic education
Salami Mahmud1*, Nurul Fajri Ulfah2, Syiva Fitria3, Fatmawati4
1,2 Department of Islamic Education, Universitas Islam Negeri Ar-Raniry, Aceh, Indonesia
3 Department of Islamic Psychology, Institut Agama Islam Negeri Langsa, Aceh, Indonesia
4 School of Psychology, University of Exeter, Exeter, United Kingdom
*Corresponding e-mail:
http://dx.doi.org/10.32505/atfaluna.v6i2.7192
Submission : October 24, 2023
Revision : December 15, 2023
Accepted : December 30, 2023
Abstract
The physical, cognitive, and socio-emotional development determine every aspect of human life,
including education. Providing appropriate education for children is determined by the child's
developmental stage. The current study aims to describe the stages of human development according
to Western and Islamic concepts and their implications in Islamic education. To ensure a
comprehensive investment in human beings, attention to religious education and introducing
religious instruction from the prenatal stage is deemed necessary, as this period forms the foundation
for further development. The research methodology employed in this study is a Systematic Literature
Review (SLR). After reviewing various literature sources, the researchers selected several references
that were relevant to the topic. The study's results indicate that the prenatal phase in Islamic
psychology is more extended than Western psychology's. The tamyiz and amrad phases, viewed in
Islamic psychology as preparations for entering adulthood, correspond to the Western psychological
perspective of puberty. The futuh phase, or the phase of wisdom in Islamic psychology, occurs when
a person ages 40, whereas Western psychology labels this as the adult phase. The phase of the
Hereafter is considered crucial in Islamic psychology, while Western psychology lacks an afterlife
phase. Consequently, Muslims undergo lifelong education from early birth to death. In conclusion,
every phase of human life must be educated according to the level of maturity, starting from prenatal,
infant, early childhood, school age, adolescent, young adult, mature adult, to late adult.
Keywords: human development; islamic theory; islamic education; islamic psychology; western theory.
Atfaluna | Copyright © 2023, is licensed under a CC-BY {52}
,Phases of human development: Comparing Western and Islamic theories and its implication in Islamic education
p-ISSN: 2655-8572 e-ISSN: 2655-8009
A. INTRODUCTION
The definition of human beings can be viewed from different perspectives due to
their complexity. Among these perspectives, one defines man as a thinking being (homo
sapiens), another as a shaped being (homo faber), and yet another as an educable being
(homo educandum). Regarding the significance of education, all these perspectives on man
can serve as a basis for determining the approach to educating him (Ilyas, 2019). This view
of man emphasizes the reality of man as a unity of individual and social creatures, a physical
and spiritual unity, and a creature of God. To effectively educate a man, it is necessary to
comprehend the processes of human development, as education takes into account the social
norms and behavioral traits appropriate for each developmental stage (Fadlullah, 2017).
Therefore, understanding human development holds significant importance.
Furthermore, according to Hurlock (1980), understanding developmental patterns is
fundamental to comprehending children fully and providing suitable education and
instruction at the appropriate times. The process of human growth is crucial for enabling
individuals to realize their full potential and achieve personal well-being, happiness, and self-
actualization (Zahid & Kassim, 2023). From birth, even in the mother's womb, man
continues to experience development and growth. Development is defined as a pattern of
change that begins at the time of growth and continues until the end of life. Development is
mentally oriented, while growth is oriented towards an increase in size and structure, and
thus, development persists throughout life while growth has a time limit (Dwiyono, 2021).
Human beings exhibit periodic differentiation in development and growth, along with
specific timing and rhythm.
According to Santrock (2011), development is described in terms of stages to
facilitate comprehension and organization, which refer to developmental periods. The
developmental period results from the interaction between biological, cognitive, and
socioemotional aspects of development. The developmental phase is a process experienced
by an individual toward a level of maturity that takes place systematically and continuously
in both physical and psychological aspects. Thus, a person's development is heavily
influenced by the maturity process (Jahja, 2011).
The level of an individual's abilities is determined by their age or the period of their
development, as it can determine the level of knowledge, intellectual capacity, emotional well-
being, talents, and interests of the student. This determination is observed from biological,
psychological, and didactic dimensions. Therefore, it can be formulated that this phase of
development is a process of qualitative change (related to functional perfection) and
progression due to changes in biological structures and learning processes (Samsudin et al.,
2016).
Several researchers have explored the phases of human development in Islamic
education. Ilyas (2019) stated that the phase of human development goes through various
educational processes, starting from the nutfah to becoming mudghah and eventually
becoming a baby. According to Islamic education, this process should encompass the period
Atfaluna: Journal of Islamic Early Childhood Education, Volume 6 Issue 2, December 2023, p. {53}
, Phases of human development: Comparing Western and Islamic theories and its implication in Islamic education
p-ISSN: 2655-8572 e-ISSN: 2655-8009
before birth, after birth, throughout one's life, and also address how the elderly should be
treated in accordance with Islamic values.
In contrast, Western theory, as articulated by Hurlock (1980), delineates stages of
human development from prenatal to late adulthood. However, research comparing Islamic
and Western theories remains limited. Therefore, this study aims to compare and identify the
similarities and differences between Western and Islamic concepts of human development
and how each phase of human development can be utilized in Islamic education. The study
posits that, despite the similarities in how humans develop, differences exist in each phase
depending on the approach used—whether Western or Islamic theory.
B. METHOD
The method employed in this research is the Systematic Literature Review (SLR).
The SLR method is used to individualize, study, evaluate, and interpret all available research
on phenomena related to relevant questions. The SLR approach allows for a systematic
review, the journal can be reviewed and systematically identified on each process following
the steps or protocols that have been established (Sutanto et al., 2021). The advantages of
SLR according to Lamé (2019) provide a structured approach to answer important research
questions. Kitchenhamn et al. (2009) stated that SLR assists in the creation of evidence-based
guidelines for practitioners, in addition to compiling all available data on a research subject.
This research also combines the SLR with the study of the library as a technique to collect
data by scanning books, literature, records, and reports related to solved problems (Zed,
2014).
Both electronic databases and printed resources were utilized in this study. The
electronic databases used include Scopus, ISI Web of Science, Google Scholar, Eric, etc.
Furthermore, printed resources such as books, literature, records, and reports related to
solved problems were also identified, and a screening process was conducted. The key words
used in searching the data are; Human Development, Islamic View of Human Development,
Psychological view of Human Development, Religious Education. The resources that met
the criteria were included in this study.
Indentification • 70 records (Electronic Databases and Printed
and Screening Databases) identified and some duplicated data removed
• 50 records assessed for elibility
Eligibility (some excluded due to not emperical
study )
• 48 records
Included included in
this stuy
Picture 1.
Prisma Flowchart
Atfaluna: Journal of Islamic Early Childhood Education, Volume 6 Issue 2, December 2023, p. {54}
