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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Advances In Education Journal
Mubarok
Institut Ahmad Dahlan Probolinggo
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrasi Agama dan Sains dalam Kurikulum Pendidikan Islam Berbasis Tauhid Mubarok; M. Mubin; Muhammad Sholeh; Rifqi Khairul Anam
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

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Abstract

Artikel ini membahas tentang implementasi nilai-nilai Tauhid dalam integrasi pembelajaran agama dan sains pada kurikulum pendidikan Islam sebagai respons terhadap problem dikotomi ilmu yang masih terjadi dalam sistem pendidikan modern. Selama ini, ilmu agama sering diposisikan terpisah dari sains, sehingga melahirkan ketimpangan antara kecerdasan intelektual dan kematangan spiritual peserta didik. Penelitian ini bertujuan menganalisis konsep tauhid sebagai landasan filosofis integrasi ilmu, menjelaskan bentuk implementasinya dalam kurikulum pendidikan Islam, serta mengkaji relevansinya terhadap tantangan pendidikan kontemporer. Metode yang digunakan adalah pendekatan kualitatif dengan jenis penelitian kepustakaan (library research), melalui kajian terhadap literatur klasik dan kontemporer mengenai tauhid, pendidikan Islam, serta integrasi ilmu pengetahuan. Hasil kajian menunjukkan bahwa tauhid memiliki posisi sentral sebagai asas ontologis, epistemologis, dan aksiologis dalam pendidikan Islam, sehingga seluruh cabang ilmu pada hakikatnya bersumber dari Allah dan harus diarahkan bagi kemaslahatan manusia. Implementasi nilai-nilai tauhid dapat dilakukan melalui perumusan tujuan kurikulum yang holistik, pengembangan materi pembelajaran yang menghubungkan ayat qauliyah dan ayat kauniyah, strategi pembelajaran kolaboratif antara agama dan sains, serta sistem evaluasi yang menilai aspek kognitif, afektif, spiritual, dan moral peserta didik. Dengan demikian, integrasi pembelajaran agama dan sains berbasis tauhid mampu melahirkan generasi yang beriman, berilmu, berakhlak mulia, kritis, dan adaptif terhadap perkembangan zaman. Artikel ini menegaskan bahwa tauhid bukan sekadar doktrin teologis, melainkan paradigma pendidikan yang strategis dalam membangun kurikulum pendidikan Islam yang integratif dan berorientasi pada pembentukan insan kamil.
THE MORAL THOUGHT OF KH. AHMAD DAHLAN AND ITS RELEVANCE TO CONTEMPORARY ISLAMIC EDUCATION Mubarok; M. Mubin; Moh Sholeh; Benny Ptasetiya
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 2 (2026): JULI (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/w75rax34

Abstract

Contemporary Islamic education faces increasingly complex challenges, particularly those related to moral crises, character degradation, individualism, and the influence of digital technological developments on students’ social behavior. These phenomena indicate that education has not yet been fully successful in shaping individuals who possess moral integrity, spirituality, and comprehensive social responsibility. Based on these issues, this study aims to analyze the moral thought of KH. Ahmad Dahlan and examine its relevance to contemporary Islamic education. This research employs a qualitative approach based on library research using historical and contextual hermeneutic approaches. Primary data were obtained from the works, thoughts, and documents related to KH. Ahmad Dahlan, while secondary data were derived from scientific journals, academic books, and various studies relevant to Islamic education and character education. The data analysis technique was conducted through content analysis and contextual interpretation to understand the construction of KH. Ahmad Dahlan’s moral thought within the context of modern education. The findings reveal that KH. Ahmad Dahlan’s concept of moral education is built upon the principles of tawhid (Islamic monotheism), the integration of knowledge and action, exemplary conduct, and social concern. Education is not only directed toward intellectual achievement but also toward the formation of humanistic, moderate, and transformative character. This study confirms that KH. Ahmad Dahlan’s moral thought holds strong relevance as a paradigm of Islamic character education in addressing the challenges of the digital era, multiculturalism, and the moral crisis of modern society.
Co-Authors Benny Ptasetiya M. Mubin Moh Sholeh Muhammad Sholeh Rifqi Khairul Anam