MODEL RELASI SAINS-AGAMA JOHN HAUGHT: RELEVANSINYA DALAM PENDIDIKAN ISLAM
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Abstract
This article explores John Haught’s model of the science–religion relationship, comprising four main approaches: conflict, contrast, contact, and confirmation. Using library research and descriptive–comparative analysis, the study examines how Haught’s framework offers a dialogical paradigm that enables constructive integration between modern science and religious teachings. The findings reveal that Haught’s “contact” and “confirmation” models hold significant relevance for the development of Islamic education, particularly in designing curricula that respond to scientific progress while maintaining theological integrity. Haught’s thought helps bridge the dichotomy between science and religion, fosters a religiously grounded scientific attitude, and promotes learning that is more critical, open, and holistic. Thus, Haught’s model of the science–religion relationship provides an epistemological foundation for strengthening the integration of knowledge within contemporary Islamic education.
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References
Azra, A. (2012). Pendidikan Islam: Tradisi dan Modernisasi di Tengah Tantangan Milenium III. Kencana Prenada Media Group.
Barbour, I. G. (2000). When Science Meets Religion: Enemies, Strangers, or Partners? HarperSanFrancisco.
Brooke, J. H. (1991). Science and Religion: Some Historical Perspectives. Cambridge University Press.
Coyne, J. A. (2015). Faith Versus Fact: Why Science and Religion Are Incompatible. Viking.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage Publications.
Gould, S. J. (1999). Rocks of Ages: Science and Religion in the Fullness of Life. Ballantine Books.
Haught, J. F. (1995). Science and Religion: From Conflict to Conversation. Paulist Press.
Haught, J. F. (2000). God After Darwin: A Theology of Evolution. Westview Press.
Martin, W. O. (1957). The Order and Integration of Knowledge. University of North Carolina Press.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Sage Publications.
Moleong, L. J. (2017). Metodologi Penelitian Kualitatif. Remaja Rosdakarya.
Polkinghorne, J., & Beale, N. (2009). Questions of Truth: Fifty-One Responses to Questions about God, Science, and Belief. Westminster John Knox Press.
Salmon, Y., Saefudin, D., Mujahidin, E., & Husaini, A. (2024). Pengembangan Kurikulum Sekolah Islam Terpadu Tingkat SMP di Pondok Pesantren ( Studi Lapangan pada Pesantren Ibnu Salam Nurul Fikri Boarding School Serang Banten ). 1(6), 354–369.
Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. Advances in Motivation Science, 8(November), 153–179. https://doi.org/10.1016/bs.adms.2020.10.001
Wilber, K. (1998). The Marriage of Sense and Soul: Integrating Science and Religion. Random House.
Main Article Content
Abstract
This article explores John Haught’s model of the science–religion relationship, comprising four main approaches: conflict, contrast, contact, and confirmation. Using library research and descriptive–comparative analysis, the study examines how Haught’s framework offers a dialogical paradigm that enables constructive integration between modern science and religious teachings. The findings reveal that Haught’s “contact” and “confirmation” models hold significant relevance for the development of Islamic education, particularly in designing curricula that respond to scientific progress while maintaining theological integrity. Haught’s thought helps bridge the dichotomy between science and religion, fosters a religiously grounded scientific attitude, and promotes learning that is more critical, open, and holistic. Thus, Haught’s model of the science–religion relationship provides an epistemological foundation for strengthening the integration of knowledge within contemporary Islamic education.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Azra, A. (2012). Pendidikan Islam: Tradisi dan Modernisasi di Tengah Tantangan Milenium III. Kencana Prenada Media Group.
Barbour, I. G. (2000). When Science Meets Religion: Enemies, Strangers, or Partners? HarperSanFrancisco.
Brooke, J. H. (1991). Science and Religion: Some Historical Perspectives. Cambridge University Press.
Coyne, J. A. (2015). Faith Versus Fact: Why Science and Religion Are Incompatible. Viking.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage Publications.
Gould, S. J. (1999). Rocks of Ages: Science and Religion in the Fullness of Life. Ballantine Books.
Haught, J. F. (1995). Science and Religion: From Conflict to Conversation. Paulist Press.
Haught, J. F. (2000). God After Darwin: A Theology of Evolution. Westview Press.
Martin, W. O. (1957). The Order and Integration of Knowledge. University of North Carolina Press.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Sage Publications.
Moleong, L. J. (2017). Metodologi Penelitian Kualitatif. Remaja Rosdakarya.
Polkinghorne, J., & Beale, N. (2009). Questions of Truth: Fifty-One Responses to Questions about God, Science, and Belief. Westminster John Knox Press.
Salmon, Y., Saefudin, D., Mujahidin, E., & Husaini, A. (2024). Pengembangan Kurikulum Sekolah Islam Terpadu Tingkat SMP di Pondok Pesantren ( Studi Lapangan pada Pesantren Ibnu Salam Nurul Fikri Boarding School Serang Banten ). 1(6), 354–369.
Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. Advances in Motivation Science, 8(November), 153–179. https://doi.org/10.1016/bs.adms.2020.10.001
Wilber, K. (1998). The Marriage of Sense and Soul: Integrating Science and Religion. Random House.