The present research paper is a metacognition of children's religious upbringing based on Avicenna's thoughts on education and upbringing. The qualitative research method of descriptive-analytical type is employed to address the author's main concerns. Religious upbringing in Avicenna's thoughts and writings represents teaching religious concepts and beliefs resulting into intellectual persuasion, true acceptance, and inner commitment. Religious upbringing has comprehensive principles that Avicenna took into consideration. From perspective, these principles include human purposefulness, monotheism, and the strategic principle of moderation. Following the goals and principles, religious upbringing is taken into account as it affects education. Heredity, marriage, and nutrition some of the areas that can affect an individual's upbringing. Avicenna's educational thought indicates that it is important that religious upbringing has content stemming from Tawhid (monotheism), Akhirah (resurrection), prophecy, and imamate. Avicenna believes that religious upbringing requires stages and that success in individuals' upbringing cannot be achieved without going through different stages. The upbringing stages in this regard include upbringing at home and upbringing in school. In a summary of Avicenna's thoughts, one can come to realize that in Avicenna's educational thoughts, a child needs religious upbringing, but in order to educate children, it is necessary to pay attention to various principles, components, and stages in which moderation is considered in the process and the educator should not go beyond moderation in the upbringing process.
