Senata Adi PrasetiaArif Ainur RofiqJoki Perdani SawaiRezki Perdani Sawai2024-05-282024-05-2820222023-1-19Prasetia, S. A. ., Rofiq, A. A., Sawai, J. P. ., & Sawai, R. P. (2022). Ibn Sinā’s Psychology: The Substantiation of Soul Values in Islamic Education. Journal of Quran Sunnah Education & Special Needs, 6(2), 49-61. https://doi.org/10.33102/jqss.vol6no2.1622590-379910.33102/JQSS.VOL6NO2.162https://jqss.usim.edu.my/index.php/jqss/article/view/162/102https://oarep.usim.edu.my/handle/123456789/7343VOL. 6 NO. 2 (2022) Page (49-61)ThesoulisoneofthemajorpsychologicaltopicswhichhasbeenexploredbyMuslimscholars.Amongthem was Ibn Sinā, a Muslim philosopher, who emphasized the study of the human soul. His mentalconceptionofthesoulwassowell-developedthatitreceivedmuchattentionandappreciationfromlaterIslamic philosophers such as al-Ghazāli, Fakhruddin al-Rāzi, Ibn Rushd and Western scholars. Thisarticle explores Ibn Sinā's concept of the soul and its substance in Islamic education. The methodologyemployed is a literature review together with qualitative research using exploratory, descriptive, andanalyticalapproaches.IbnSināarguedthatthesoulisalivingspiritualsubstanceinspiringthebodyandformstheinfrastructureforacquiringknowledgeandtransformingitinreallife.Incontrasttothebody,the soul is immaterial and eternal. Islamic education cannot be separated from the psychologicalelements elucidated by Ibn Sinā and must incorporate relevant psychological aspects in order to fullydevelop thepotentialof studentstowardsbecoming exemplary human beings(insān kāmil)en-USIbnSina’sPsychology,Concept ofSoul,IslamicEducationArticle49616Dec