This study examines the period of Islamic education reform in India during the 19th to early 20th centuries, focusing on educational transformation, religious thought renewal, and socio-political impacts. Employing qualitative research with a library research approach, the study analyzes primary and secondary sources to gain comprehensive insights. The findings reveal that educational transformation, through integrating modern curricula with Islamic values and revitalizing traditional madrasahs, played a pivotal role in addressing the challenges of modernity. Religious thought reform, via ijtihad and reinterpretation of religious texts, facilitated a dialogue between Islamic traditions and modernity. The socio-political impacts included the emergence of an educated Muslim middle class, women's empowerment, and increased political engagement of the Muslim community. This research concludes that this historical experience provides valuable lessons for contemporary Islamic reform efforts, particularly in harmonizing Islamic values with modern demands.

Islamic education during the Khulafaur Rasyidin period (632-661 AD) had an important role in forming the foundations of the Islamic education system during the Khulafaur Rasyidin period, which included the period of leadership of the first four caliphs after the death of the Prophet Muhammad SAW. This research aims to examine in more depth the growth and development of Islamic education during the time of Khulafaur Rasyidin, including the role of the caliphs in supporting the education system and its impact on Islamic society at that time. The author uses a qualitative method with the type of library research. This method aims to explore information in depth from relevant library sources, such as books, scientific articles, journals and other documents. As for the results of this research, the growth and development of Islamic education during the time of Khulafaur Rasyidin focused on teaching the Qur'an and Hadith, the development of educational centers during the time of Abu Bakar, Kutab educational institutions (primary schools) experienced significant progress, during the time of Caliph Umar bin Khattab ra., the social and political situation was in a stable condition and Islamic power was increasingly expanding, where several friends were appointed as teachers in each area they occupied. During the time of Usman ibn Affan the development of Islamic education, both in terms of institutions and materials, was basically not much different from previously. During the time of Ali bin Abi Talib, the development of education did not show significant progress. This was caused by the chaotic political situation and various rebellions that occurred, so that Ali's government was unstable and focused more on efforts to resolve conflicts and maintain political stability.

Talking about classical Islamic education basically cannot be separated from the historical background of the birth and development of Islamic education itself. This is because Islamic education which is now developing is the result of the metamorphosis of previous education. When Islamic education during the time of the Prophet and Khulafa al-Rasyidin emphasized more on the cultivation of faith, sharia, and morals as the basis for fostering the people, classical Islamic education reached its peak during the reign of the Abbasid's which was marked by an openness to foreign cultures and thoughts. Therefore, during the Abbasid era, the scientific tradition developed rapidly and gave birth to many Muslim intellectuals, both concerned with philosophy, religious knowledge (tafsir, fiqh, language), and the realm of education. This period by historians called the golden period (The Golden Age), in which, philosophy, religion, and other sciences, especially education developed rapidly with its unique models and characteristics that distinguish it from previous models and characteristics of education.