Article Sidebar

Download
Download Article

Main Article Content

Abstract

This study explores the relevance of Ibn Sina's educational philosophy to the development of the Madrasah Ibtidaiyah curriculum in the Merdeka Belajar era. Using a qualitative approach with a literature review and field study design, data were collected through the analysis of Ibn Sina's works, Merdeka Curriculum policy documents, interviews with 20 madrasah practitioners, and focus group discussions. The results of the study indicate five main philosophical convergences: a student-centered learning paradigm, differentiated learning, a holistic approach, enjoyable learning, and character formation. Ibn Sina's philosophy provides an epistemological foundation for integrating Islamic values with modern pedagogy, a development-stage-based learning framework, and universal pedagogical principles. The integration model is formulated in five dimensions: vision-goal, curriculum design, learning strategies, holistic assessment, and educator development. Implementation challenges include educator competence, learning resources and mindset resistance. A comprehensive strategy is recommended to transform the MI curriculum to be responsive to the 21st century while being grounded in authentic Islamic values.

Keywords

The Educational Philosophy of Ibn Sina Independent Learning Curriculum Islamic Elementary School

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Toku, H. S., Abbas, S., Aksan, S. M., & Mahmud, E. (2026). The Relevance of Ibn Sina’s Philosophy of Education to the Development of MI Curriculum in the Merdeka Belajar Era. Golden Ratio of Social Science and Education, 6(1.1), 96–109. https://doi.org/10.52970/grsse.v6i1.1.2337
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Adiyana Adam, Kamarun M.Sebe, Ibrahim Muhammad, K. L. (2024). Perbedaan Implementasi Kurikulum 2013 Dengan Kurikulum Merdeka Belajar Di Man 1 Kota Ternate. Jurnal Pendidikan: Kajian Dan Implementasi, 06(2). https://journalpedia.com/1/index.php/jpki/article/view/1327
  2. Adiyana Adam. Wahdiah. (2023). Analilis Dinamika Perkembangan Kurikulum di Indonesia. Jurnal Ilmiah Wahana Pendidikan I, 9(6), 723–735.
  3. Darmanto, D., Faticha, T., Laila, A., & Lailin, U. K. (2023). Implikasi Aliran Filsafat Pendidikan Dalam Pengembangan Kurikulum Pendidikan Islam. Journal J-Mpi : Jurnal Manajemen Pendidikan, Penelitian Dan Kajian Keislaman, 3(1), 19–25. https://doi.org/10.63353/journaljmpi.v3i1.218
  4. Fathurohim. (2023). Kurikulum Merdeka Dalam Perspektif Filsafat Pendidikan Islam. Jurnal Asy-Syukriyyah, 24(2), 184–194.
  5. Gea, K. N. P., Tegeh, I. M., & Dewa Ayu Puteri Handayani. (2023). Kegiatan Meronce Melalui Model Kooperatif Tipe Think Pair Share Terhadap Keterampilan Sosial Anak Kelompok B. Jurnal Pendidikan Anak Usia Dini Undiksha, 11(1), 157–164. https://doi.org/10.1016/B978-0-323-46294-5.00028-5
  6. Günther.S. (2020). Knowledge and Education in Classical Islam: The Oxford Handbook of Islamic Philosophy.
  7. Hidayatulloh, H. (2024). Filsafat Pendidikan Anak Usia Dini Perspektif Ibnu Sina. Mozaic : Islam Nusantara, 10(2), 155–172. https://doi.org/10.47776/mozaic.v10i2.1436
  8. Inati, S. (2013). Ibn Sina. In History of Islamic Philosophy. https://doi.org/10.2307/j.ctt1ffjj0g.13
  9. J. Mark Halstead. (2007). Islamic values: A distinctive framework for moral education? Journal of Moral Education, 36(3): 283–296.
  10. Muhamad, S., Rahmayanti, I., & Ramadhan, M. F. (2023). Relevansi Pendidikan Kurikulum Merdeka Belajar Dengan Pemikiran Saintis Muslim Ibnu Sina Dan Ibnu Rusyd. Studia Religia : Jurnal Pemikiran Dan Pendidikan Islam, 7(2), 283–295. https://doi.org/10.30651/sr.v7i2.20587
  11. Muslimin, I. (2023). Pengembangan Kurikulum Pendidikan Karakter Di Madrasah Berbasis Kurikulum Merdeka. Jurnal Manajemen Pendidikan Islam Darussalam, 5(1), 108–130. https://doi.org/10.30739/jmpid.v5i1.2093
  12. Nejad, Mohadeseh Borhani, M. R. M. M. O. (2013). Avicenna’s Educational Views with Emphasis on Hygiene and Wellness Education International Journal of Health Policy and Management, 1(3), 201.
  13. Nuzuli, Z. (2025). Implementasi Kurikulum Merdeka dalam Pembelajaran Bahasa Arab: Peluang dan Tantangan. Jurnal Ilmiah Guru Madrasah, 4(1), 92–105. https://doi.org/10.69548/jigm.v4i1.43
  14. Rasyid, I. (2019). Learning Methods , and Teachers. EKSPOSE: Jurnal Penelitian Hukum Dan Pendidikan 18, 18(1), 779–790.
  15. Rizky, M. R. K., Faizin, M., Rahmasari, S., & Saputra, W. A. (2023). Konsep Pendidikan Islam Perspektif Ibnu Sina. Journal TA’LIMUNA, 12(1), 61–69. https://doi.org/10.32478/talimuna.v12i1.1362
  16. Rohmah, L. (2013). Pemikiran Ibnu Sina Tentang Epistemologi: Landasan Filosofis Keilmuan Dalam Islam. An Nur, V(2), 361–375.
  17. Tercan, N., & Nurysheva, G. (2022). The creative legacy of Ibn Sina (Avicenna) and his scientific and pedagogical ideas. Perspektivy Nauki i Obrazovania, 55(1), 552–560. https://doi.org/10.32744/pse.2022.1.35
  18. Wahyudin, D. (2020). Metode Penelitian Kualitatif Studi Pustaka dan Studi Lapangan. Pre-Print Digital Library UIN Sunan Gunung Djati Bandung, 1–6.
  19. Yuliani, A. R., Muhammad, H. Z., Hidayatuz, Z., Adrian, A., & Hanif, H. A. (2023). Religius-Rasional Ibnu Sina dan Relevansinya dengan Pendidikan Islam Kontemporer. Nusantara: Jurnal Pendidikan Indonesia, 3(3), 523–548. https://doi.org/10.14421/njpi.2023.v3i3-10
  20. Zulika, N. R., & Astuti, N. Y. (2024). Studi Analisis: Relevansi Pemikiran Pendidikan Islam Ibnu Sina dengan Kurikulum Merdeka. Moderasi : Journal of Islamic Studies, 4(1), 13–23. https://doi.org/10.54471/moderasi.v4i1.56