Volume I: Eco-Theology, Spirituality, and Environmental Ethics

Epistemological Reconstruction of Science Integration in Islamic Education: Beyond Dichotomy Towards a Complete Scientific Civilization

  • Ilham Nurjaman UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Integration of Knowledge, Epistemology of Islamic Education, Dichotomy of Knowledge, Islamization of Knowledge, Tawhidi Epistemology

Abstract

The dichotomy between religious and general knowledge in the Islamic education system is not merely a curricular issue, but rather an epistemological crisis rooted in the legacy of intellectual colonialism and the secularization of knowledge. This article critically examines how epistemological reconstruction can serve as a foundation for transforming knowledge integration in Islamic education, transcending the dominant additive- integration approach. Using library research methods with critical -hermeneutical analysis, this study identifies three main paradigms of knowledge integration: Islamization of Science (al-Faruqi), Scientization of Islam (Kuntowijoyo), and Islamization of Education al-Attas and their epistemological strengths and limitations. Research findings indicate that the partial failure of various integration models thus far stems from the absence of a cohesive ontological framework. This study proposes the Tawhidi Epistemology as Integrative Foundation (TEIF) framework, which positions the concept of tauhid as an ontological unifying principle capable of bridging empirical science and revelation. The article's primary contribution lies in the elaboration of a three-layered integration model. ontological, methodological, and curricular which is operational and can be implemented in Islamic educational institutions from elementary to tertiary level.

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