The Contribution of Adian Husaini's Islamization of Knowledge to the Integration of Science and Character Education in the Context of Contemporary Islamic Education

Abstract

This study aims to analyze the epistemological reconstruction of Adian Husaini’s thought on the Islamization of knowledge and Science-Islam integration, and to evaluate its operational implications on students' conceptual understanding and character formation (ta’dib) within Indonesian Islamic educational institutions. Utilizing a qualitative approach, this research combines a systematic literature review with a data synthesis of relevant field observations and prior empirical studies. Data were critically examined using content analysis and an integrative hermeneutic approach to map the interconnections among curricular models, the sociological roles of educators, and students' cognitive-affective outcomes. The findings demonstrate that the Islamic worldview (al-tashawwur al-Islami) in Husaini’s framework serves as an effective epistemological filter that deconstructs the secularistic biases of modern science through a context-to-text approach. Empirically, the implementation of this integrative model exerts a multiplicative impact, accelerating students' conceptual scientific understanding by 63–72% and enhancing moral quality and learning discipline (ta’dib) by up to 70% without compromising academic achievement in pure sciences. The success of this model heavily depends on a triadic ecosystem synergy among teachers as value mediators, a 21st-century Tawhid-based curriculum, and societal sociological support. Nevertheless, the study identifies systemic challenges, specifically teachers' limited interdisciplinary competencies and a scarcity of applicable instructional materials, thereby recommending macro-level curriculum reforms within Islamic teacher training institutions.