DAMPAK KEBIJAKAN DIKOTOMI ILMU AGAMA DAN SAINS DALAM KELEMBAGAAN PONDOK PESANTREN AL-JIHAD KOTA PONTIANAK
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Abstract
This study aims to examine in depth the impact of the policy separating religious knowledge and scientific knowledge within the institutional educational system at Al-Jihad Islamic Boarding School in Pontianak City. The phenomenon of the dichotomy of knowledge, which separates religious sciences from general sciences, is still found in a number of Islamic educational institutions, including pesantren. This research employs a qualitative approach with a case study design. Data were collected through field observations, indepth interviews, and documentation studies. The findings reveal that the practice of knowledge dichotomy in the pesantren is reflected in the division of the curriculum, the separation of study schedules between classical Islamic text studies (kitab) and formal lessons, as well as differences in orientation between religious and general education. The impacts are twofold: on the one hand, it strengthens the identity of the pesantren as a religious institution; on the other hand, it limits efforts to integrate religious and scientific knowledge. Therefore, the development of an integrative curriculum model is needed to connect Islamic values with the advancement of contemporary science.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abdullah, M. A. (2006). Islamic studies di perguruan tinggi: Pendekatan integratif-interkonektif. Pustaka Pelajar.
Azra, A. (2019). Pendidikan Islam: Tradisi dan modernisasi di tengah tantangan milenium III. Prenada Media.
Badi’ah, S., Salim, L., & Syahputra, M. C. (2021). Pesantren dan Perubahan Sosial pada Era Digital. Analisis: Jurnal Studi Keislaman, 21(2), 349–364.
Berger, P., & Luckmann, T. (2016). The social construction of reality. In Social theory re-wired (pp. 110–122). Routledge.
Bourdieu, P. (2020). Outline of a Theory of Practice. In The new social theory reader (pp. 80–86). Routledge.
Bungin, B. (2007). Analisis data penelitian kualitatif.
Dhofier, Z. (2011). Tradisi pesantren: studi pandangan hidup kyai dan visinya mengenai masa depan Indonesia. (No Title).
Husen Nurcholis Ridwan, Dika Sofyan, & Faruq Naufal Purnama. (2025). Transformasi Pendidikan Pesantren di Era Modern. Aliansi: Jurnal Hukum, Pendidikan Dan Sosial Humaniora, 2(3), 163–186. https://doi.org/10.62383/aliansi.v2i3.909
Lestari, P. (2022). Tradisi Penulisan dan Pengajaran Kitab Pesantren: Proses Membangun Otoritas dalam Kitab Kuning. Jurnal Kajian Islam Interdisipliner, 7(2), 81–101. https://doi.org/10.14421/jkii.v7i2.1331
Mastuhu. (1994). Dinamika sistem pendidikan pesantren: suatu kajian tentang unsur dan nilai sistem pendidikan pesantren. INIS.
Moleong, L. J. (2004). Metodologi Penelitian Kualitatif. Rosdakarya.
Muhaimin. (2005). Pengembangan kurikulum pendidikan agama Islam: di sekolah, madrasah, dan perguruan tinggi. RajaGrafindo Persada.
Nata, D. H. A. (2016). Ilmu pendidikan islam. Prenada Media.
Nurhamidin, B., Mokodenseho, S., Mokodompit, H., Bahansubu, A., & Rumondor, P. (2025). Transformasi Otoritas Keagamaan Di Era Digital, Analisis Sosiologis Terhadap Pergeseran Pola Otoritas Ulama Di Media Sosial. Journal of Educational and Religious Perspectives, 1(1), 39–48.
Saini, M. (2024). Pesantren dalam Era Digital: Antara Tradisi dan Transformasi. Tasamuh: Jurnal Studi Islam, 16(2), 342–356.
Suprayogo, I. (2009). Universitas Islam unggul: Refleksi pemikiran pengembangan kelembagaan dan paradigma keilmuan Islam. UIN-Maliki Press.
Tilaar, H. A. R. (2000). Paradigma baru pendidikan nasional. Rineka Cipta.
Wathoni, L. M. N. (2018). Integrasi Pendidikan Islam dan Sains: Rekonstruksi Paradigma Pendidikan Islam. Uwais Inspirasi Indonesia.
Main Article Content
Abstract
This study aims to examine in depth the impact of the policy separating religious knowledge and scientific knowledge within the institutional educational system at Al-Jihad Islamic Boarding School in Pontianak City. The phenomenon of the dichotomy of knowledge, which separates religious sciences from general sciences, is still found in a number of Islamic educational institutions, including pesantren. This research employs a qualitative approach with a case study design. Data were collected through field observations, indepth interviews, and documentation studies. The findings reveal that the practice of knowledge dichotomy in the pesantren is reflected in the division of the curriculum, the separation of study schedules between classical Islamic text studies (kitab) and formal lessons, as well as differences in orientation between religious and general education. The impacts are twofold: on the one hand, it strengthens the identity of the pesantren as a religious institution; on the other hand, it limits efforts to integrate religious and scientific knowledge. Therefore, the development of an integrative curriculum model is needed to connect Islamic values with the advancement of contemporary science.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abdullah, M. A. (2006). Islamic studies di perguruan tinggi: Pendekatan integratif-interkonektif. Pustaka Pelajar.
Azra, A. (2019). Pendidikan Islam: Tradisi dan modernisasi di tengah tantangan milenium III. Prenada Media.
Badi’ah, S., Salim, L., & Syahputra, M. C. (2021). Pesantren dan Perubahan Sosial pada Era Digital. Analisis: Jurnal Studi Keislaman, 21(2), 349–364.
Berger, P., & Luckmann, T. (2016). The social construction of reality. In Social theory re-wired (pp. 110–122). Routledge.
Bourdieu, P. (2020). Outline of a Theory of Practice. In The new social theory reader (pp. 80–86). Routledge.
Bungin, B. (2007). Analisis data penelitian kualitatif.
Dhofier, Z. (2011). Tradisi pesantren: studi pandangan hidup kyai dan visinya mengenai masa depan Indonesia. (No Title).
Husen Nurcholis Ridwan, Dika Sofyan, & Faruq Naufal Purnama. (2025). Transformasi Pendidikan Pesantren di Era Modern. Aliansi: Jurnal Hukum, Pendidikan Dan Sosial Humaniora, 2(3), 163–186. https://doi.org/10.62383/aliansi.v2i3.909
Lestari, P. (2022). Tradisi Penulisan dan Pengajaran Kitab Pesantren: Proses Membangun Otoritas dalam Kitab Kuning. Jurnal Kajian Islam Interdisipliner, 7(2), 81–101. https://doi.org/10.14421/jkii.v7i2.1331
Mastuhu. (1994). Dinamika sistem pendidikan pesantren: suatu kajian tentang unsur dan nilai sistem pendidikan pesantren. INIS.
Moleong, L. J. (2004). Metodologi Penelitian Kualitatif. Rosdakarya.
Muhaimin. (2005). Pengembangan kurikulum pendidikan agama Islam: di sekolah, madrasah, dan perguruan tinggi. RajaGrafindo Persada.
Nata, D. H. A. (2016). Ilmu pendidikan islam. Prenada Media.
Nurhamidin, B., Mokodenseho, S., Mokodompit, H., Bahansubu, A., & Rumondor, P. (2025). Transformasi Otoritas Keagamaan Di Era Digital, Analisis Sosiologis Terhadap Pergeseran Pola Otoritas Ulama Di Media Sosial. Journal of Educational and Religious Perspectives, 1(1), 39–48.
Saini, M. (2024). Pesantren dalam Era Digital: Antara Tradisi dan Transformasi. Tasamuh: Jurnal Studi Islam, 16(2), 342–356.
Suprayogo, I. (2009). Universitas Islam unggul: Refleksi pemikiran pengembangan kelembagaan dan paradigma keilmuan Islam. UIN-Maliki Press.
Tilaar, H. A. R. (2000). Paradigma baru pendidikan nasional. Rineka Cipta.
Wathoni, L. M. N. (2018). Integrasi Pendidikan Islam dan Sains: Rekonstruksi Paradigma Pendidikan Islam. Uwais Inspirasi Indonesia.