Relevance of Ibn Khaldun’s Thought in Curriculum Development
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Islamic Education,
Curriculum,
Asabiyyah,
Al-'Umran
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Abstract
Ibn Khaldun’s educational thought remains highly relevant to the development of Islamic education curricula in the contemporary era, which is characterized by rapid social transformation and increasing educational challenges. This study aims to analyze the relevance of Ibn Khaldun’s key concepts in the development of a holistic and adaptive Islamic education curriculum. Employing a qualitative library research approach, the study examines Ibn Khaldun’s ideas as presented in Al-Muqaddimah and related scholarly literature on Islamic education and curriculum development. The findings reveal that the concepts of asabiyyah (social solidarity), al-'umran (civilization), and the cyclical theory of history provide valuable foundations for curriculum design. Asabiyyah supports character formation and social cohesion, while al-'umran encourages learners to understand their role in advancing civilization. Furthermore, the cyclical theory of history promotes curriculum flexibility in responding to societal change. The study concludes that integrating Ibn Khaldun’s thought into Islamic education curricula can foster academically competent, ethically grounded, and socially responsible graduates who are prepared to contribute positively to society and sustainable civilizational development.
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