Reconstruction Of Contemporary Islamic Education Theory Based On The Integration Of Islamic Science And Values
DOI:
https://doi.org/10.64540/xwag4w61Keywords:
Islamic Education, Knowledge Integration, Islamic Values, Epistemology, Curriculum, Transformative PedagogyAbstract
Contemporary Islamic education faces significant epistemological and pedagogical challenges resulting from the fragmentation of knowledge, the dichotomy between religious and secular sciences, technological transformation, and the increasing demand for value-oriented education. This study aims to reconstruct a contemporary theory of Islamic education based on the integration of scientific knowledge and Islamic values and to formulate a theoretical framework relevant to global educational transformation. This research employs qualitative library research combined with content analysis. Scholarly publications concerning Islamic education, epistemology, curriculum integration, Islamic values, contemporary pedagogy, digital transformation, and educational ethics published primarily between 2021 and 2025 were critically examined and thematically synthesized. The findings indicate that the reconstruction of Islamic education requires a paradigm shift from dichotomous knowledge toward an integrative epistemology connecting revelation, reason, empirical inquiry, ethics, and human experience. The proposed framework consists of five interrelated dimensions: epistemological integration, axiological integration, curricular integration, transformative pedagogy, and ethical-social praxis. Theoretically, this study contributes a conceptual reconstruction that positions Islamic education as an interdisciplinary, value-based, contextual, and transformative knowledge system. Practically, the framework provides implications for curriculum development, teacher education, instructional design, digital learning, and institutional policy. The study argues that the future of Islamic education should not merely produce academically competent individuals but develop intellectually capable, spiritually grounded, ethically responsible, and socially engaged human beings. This reconstruction strengthens the global relevance of Islamic educational thought in responding to technological, social, and ethical challenges.
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