Spiritual Intelligence and Metacognitive Development in Islamic Education Philosophy

Abstract

This study examines the relationship between spiritual intelligence and students’ metacognitive abilities within the context of Islamic Education Philosophy. Using a systematic literature review approach, the study synthesizes theoretical and empirical findings from peer-reviewed articles published between 2000 and 2024. Relevant studies were identified through major academic databases and selected based on predefined inclusion criteria focusing on higher education, Islamic educational contexts, and constructs of spiritual intelligence and metacognition. A thematic analysis was employed to identify patterns and conceptual linkages between the variables. The findings indicate that spiritual intelligence is consistently associated with aspects of metacognitive ability, particularly self-regulation, reflective thinking, and awareness of cognitive processes. Several contributing factors were identified, including reflective learning practices, dialogical pedagogy, and the integration of spiritual values in learning environments. The review also highlights that spiritual intelligence is positioned as a meaningful dimension within Islamic educational epistemology rather than merely an affective construct. This study contributes to the conceptual integration of spiritual intelligence and metacognitive learning and suggests its relevance for instructional design in Islamic higher education. Further empirical research is recommended to validate these relationships in specific learning contexts.