EPISTEMOLOGI ILMU DALAM PENDIDIKAN ISLAM: ANALISIS STUDI PUSTAKA TERHADAP DIKOTOMI, INTEGRASI, DAN INTERKONEKSI ILMU PENGETAHUAN
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Abstract
The epistemology of knowledge is a crucial foundation in the development of Islamic education because it determines the perspective on the source, validity, and purpose of knowledge. A persistent problem in contemporary Islamic education is the dichotomy between religious and general knowledge, which has resulted in fragmentation of knowledge and a weakening of the integration of Islamic values. This study aims to analyze the epistemology of knowledge in Islamic education through an examination of the concepts of dichotomy, integration, and interconnection of knowledge. This study uses a qualitative approach with library research methods, examining the works of classical and contemporary Muslim thinkers and scientific journal articles relevant to the philosophy of knowledge and Islamic education. Data analysis techniques include content analysis and conceptual-philosophical analysis to uncover the epistemological assumptions and educational implications of these concepts. The results of the study indicate that the dichotomy of knowledge is a historical construct influenced by the paradigm of Western secularism and is inconsistent with the Islamic worldview. The concept of integration of knowledge seeks to unite religious and general knowledge within the framework of monotheism, while the approach of interconnection of knowledge emphasizes dialogue and interdisciplinary connections in understanding the complexity of reality. This research confirms that the integrative-interconnective paradigm is a relevant epistemological approach to reconstruct Islamic education to make it more holistic, valuable, and responsive to the challenges of the times.
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References
Abuddin Nata, Pemikiran Pendidikan Islam (Jakarta: RajaGrafindo Persada, 2012)
Anton Bakker dan Achmad Charris Zubair, Metodologi Penelitian Filsafat (Yogyakarta: Kanisius, 1990)
Husain dan Ulum, “Integrasi-Interkoneksi Ilmu sebagai Paradigma Pendidikan Islam,” Indonesian Journal of Interdisciplinary Islamic Studies, Vol. 3, No. 2 (2020): 187–203, https://doi.org/10.20885/ijiis.vol3.iss2.art6.
Ismail Raji al-Faruqi, Islamization of Knowledge: General Principles and Work Plan (Herndon: IIIT, 1982), hlm. 15–18; Fatmawati, “Dikotomi Ilmu Pengetahuan dalam Pendidikan Islam,” Soko Guru: Jurnal Ilmiah Pendidikan, Vol. 2, No. 1 (2022): 14–23, https://doi.org/10.55606/sokoguru.v2i1.191.
Ismail Raji al-Faruqi, Islamization of Knowledge (Herndon: IIIT, 1982)
Klaus Krippendorff, Content Analysis: An Introduction to Its Methodology (Los Angeles: Sage, 2018), https://doi.org/10.4135/9781071878781.
M. Amin Abdullah, “Islamic Studies di Perguruan Tinggi: Pendekatan Integratif-Interkonektif,” Al-Jami‘ah, Vol. 47, No. 1 (2009): 1–26, https://doi.org/10.14421/ajis.2009.471.1-26; Husain & Ulum, “Integrasi-Interkoneksi Ilmu sebagai Paradigma Pendidikan Islam,” Indonesian Journal of Interdisciplinary Islamic Studies, Vol. 3, No. 2 (2020): 187–203, https://doi.org/10.20885/ijiis.vol3.iss2.art6
M. Amin Abdullah, “Islamic Studies di Perguruan Tinggi: Pendekatan Integratif-Interkonektif,” Al-Jami‘ah, Vol. 47, No. 1 (2009): 1–26, https://doi.org/10.14421/ajis.2009.471.1-26.
Mestika Zed, Metode Penelitian Kepustakaan (Jakarta: Yayasan Obor Indonesia, 2008)
Muhaimin, Paradigma Pendidikan Islam (Bandung: Remaja Rosdakarya, 2004), hlm. 102–105; Nurhasnah et al., “Integrasi Ilmu dalam Pendidikan Islam Kontemporer,” Jurnal Pendidikan Islam, Vol. 5, No. 2 (2023): 210–221, https://doi.org/10.32678/mpi.v5i2.7123.
Mulyadhi Kartanegara, Pengantar Epistemologi Islam (Bandung: Mizan, 2000)
Muhaimin, Paradigma Pendidikan Islam (Bandung: Remaja Rosdakarya, 2004)
Norman K. Denzin and Yvonna S. Lincoln, The Sage Handbook of Qualitative Research (Los Angeles: Sage, 2018), https://doi.org/10.4135/9781483349800
Nurhasnah et al., “Integrasi Ilmu dalam Pendidikan Islam Kontemporer,” Jurnal Pendidikan Islam, Vol. 5, No. 2 (2023): 210–221, https://doi.org/10.32678/mpi.v5i2.7123.
Osman Bakar, Tawhid and Science (Kuala Lumpur: Arah Publications, 2008)
Syed Muhammad Naquib al-Attas, Islam and Secularism (Kuala Lumpur: ISTAC, 1993), hlm. 133–136; Mulyadhi Kartanegara, Pengantar Epistemologi Islam (Bandung: Mizan, 2000)
Sugiyono, Metode Penelitian Kualitatif (Bandung: Alfabeta, 2017), hlm. 241–244; Machi & McEvoy, The Literature Review (California: Corwin, 2016), https://doi.org/10.4135/9781506345331.
Syed Muhammad Naquib al-Attas, Islam and Secularism (Kuala Lumpur: ISTAC, 1993); Ismail Raji al-Faruqi, Islamization of Knowledge (Herndon: IIIT, 1982); Nurhasnah et al., “Integrasi Ilmu dalam Pendidikan Islam,” Jurnal Pendidikan Islam, Vol. 5, No. 2 (2023), https://doi.org/10.32678/mpi.v5i2.7123.
Syed Muhammad Naquib al-Attas, Islam and Secularism (Kuala Lumpur: ISTAC, 1993)
Wan Mohd Nor Wan Daud, The Educational Philosophy and Practice of Syed Muhammad Naquib al-Attas (Kuala Lumpur: ISTAC, 1998)
Main Article Content
Abstract
The epistemology of knowledge is a crucial foundation in the development of Islamic education because it determines the perspective on the source, validity, and purpose of knowledge. A persistent problem in contemporary Islamic education is the dichotomy between religious and general knowledge, which has resulted in fragmentation of knowledge and a weakening of the integration of Islamic values. This study aims to analyze the epistemology of knowledge in Islamic education through an examination of the concepts of dichotomy, integration, and interconnection of knowledge. This study uses a qualitative approach with library research methods, examining the works of classical and contemporary Muslim thinkers and scientific journal articles relevant to the philosophy of knowledge and Islamic education. Data analysis techniques include content analysis and conceptual-philosophical analysis to uncover the epistemological assumptions and educational implications of these concepts. The results of the study indicate that the dichotomy of knowledge is a historical construct influenced by the paradigm of Western secularism and is inconsistent with the Islamic worldview. The concept of integration of knowledge seeks to unite religious and general knowledge within the framework of monotheism, while the approach of interconnection of knowledge emphasizes dialogue and interdisciplinary connections in understanding the complexity of reality. This research confirms that the integrative-interconnective paradigm is a relevant epistemological approach to reconstruct Islamic education to make it more holistic, valuable, and responsive to the challenges of the times.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Abuddin Nata, Pemikiran Pendidikan Islam (Jakarta: RajaGrafindo Persada, 2012)
Anton Bakker dan Achmad Charris Zubair, Metodologi Penelitian Filsafat (Yogyakarta: Kanisius, 1990)
Husain dan Ulum, “Integrasi-Interkoneksi Ilmu sebagai Paradigma Pendidikan Islam,” Indonesian Journal of Interdisciplinary Islamic Studies, Vol. 3, No. 2 (2020): 187–203, https://doi.org/10.20885/ijiis.vol3.iss2.art6.
Ismail Raji al-Faruqi, Islamization of Knowledge: General Principles and Work Plan (Herndon: IIIT, 1982), hlm. 15–18; Fatmawati, “Dikotomi Ilmu Pengetahuan dalam Pendidikan Islam,” Soko Guru: Jurnal Ilmiah Pendidikan, Vol. 2, No. 1 (2022): 14–23, https://doi.org/10.55606/sokoguru.v2i1.191.
Ismail Raji al-Faruqi, Islamization of Knowledge (Herndon: IIIT, 1982)
Klaus Krippendorff, Content Analysis: An Introduction to Its Methodology (Los Angeles: Sage, 2018), https://doi.org/10.4135/9781071878781.
M. Amin Abdullah, “Islamic Studies di Perguruan Tinggi: Pendekatan Integratif-Interkonektif,” Al-Jami‘ah, Vol. 47, No. 1 (2009): 1–26, https://doi.org/10.14421/ajis.2009.471.1-26; Husain & Ulum, “Integrasi-Interkoneksi Ilmu sebagai Paradigma Pendidikan Islam,” Indonesian Journal of Interdisciplinary Islamic Studies, Vol. 3, No. 2 (2020): 187–203, https://doi.org/10.20885/ijiis.vol3.iss2.art6
M. Amin Abdullah, “Islamic Studies di Perguruan Tinggi: Pendekatan Integratif-Interkonektif,” Al-Jami‘ah, Vol. 47, No. 1 (2009): 1–26, https://doi.org/10.14421/ajis.2009.471.1-26.
Mestika Zed, Metode Penelitian Kepustakaan (Jakarta: Yayasan Obor Indonesia, 2008)
Muhaimin, Paradigma Pendidikan Islam (Bandung: Remaja Rosdakarya, 2004), hlm. 102–105; Nurhasnah et al., “Integrasi Ilmu dalam Pendidikan Islam Kontemporer,” Jurnal Pendidikan Islam, Vol. 5, No. 2 (2023): 210–221, https://doi.org/10.32678/mpi.v5i2.7123.
Mulyadhi Kartanegara, Pengantar Epistemologi Islam (Bandung: Mizan, 2000)
Muhaimin, Paradigma Pendidikan Islam (Bandung: Remaja Rosdakarya, 2004)
Norman K. Denzin and Yvonna S. Lincoln, The Sage Handbook of Qualitative Research (Los Angeles: Sage, 2018), https://doi.org/10.4135/9781483349800
Nurhasnah et al., “Integrasi Ilmu dalam Pendidikan Islam Kontemporer,” Jurnal Pendidikan Islam, Vol. 5, No. 2 (2023): 210–221, https://doi.org/10.32678/mpi.v5i2.7123.
Osman Bakar, Tawhid and Science (Kuala Lumpur: Arah Publications, 2008)
Syed Muhammad Naquib al-Attas, Islam and Secularism (Kuala Lumpur: ISTAC, 1993), hlm. 133–136; Mulyadhi Kartanegara, Pengantar Epistemologi Islam (Bandung: Mizan, 2000)
Sugiyono, Metode Penelitian Kualitatif (Bandung: Alfabeta, 2017), hlm. 241–244; Machi & McEvoy, The Literature Review (California: Corwin, 2016), https://doi.org/10.4135/9781506345331.
Syed Muhammad Naquib al-Attas, Islam and Secularism (Kuala Lumpur: ISTAC, 1993); Ismail Raji al-Faruqi, Islamization of Knowledge (Herndon: IIIT, 1982); Nurhasnah et al., “Integrasi Ilmu dalam Pendidikan Islam,” Jurnal Pendidikan Islam, Vol. 5, No. 2 (2023), https://doi.org/10.32678/mpi.v5i2.7123.
Syed Muhammad Naquib al-Attas, Islam and Secularism (Kuala Lumpur: ISTAC, 1993)
Wan Mohd Nor Wan Daud, The Educational Philosophy and Practice of Syed Muhammad Naquib al-Attas (Kuala Lumpur: ISTAC, 1998)