<![CDATA[Modern education is facing an epistemological crisis due to the dominance of the positivist paradigm, which separates knowledge from spiritual values, while Islamic education is often confined to a normative-dogmatic approach that limits critical inquiry. Therefore, this study seeks to address a gap in understanding how the Qur’an philosophically and epistemologically constructs transformative knowledge beyond a merely semantic analysis of its verses. This study adopts a qualitative research approach based on library research, employing a descriptive-analytical method and a thematic exegetical approach. The analysis focuses on the structure of knowledge reconstruction in the Qur’an, from the reception of revelation to its actualization in social action. The findings reveal that the Qur’an constructs knowledge through a multi-layered cognitive framework comprising iqrāʾ (procedural literacy), tafakkur and tadabbur (reflection and internalization), and naẓar (critical-empirical observation). Furthermore, the Qur’an offers mechanisms for knowledge validation through tabayyun and takrār al-baṣar to minimize doubt (ẓann), while integrating the epistemological pillars of bayānī, burhānī, and ʿirfānī into the educational process. This epistemological framework not only contributes to overcoming the dichotomy between scientific knowledge and spiritual values but also plays a significant role in shaping the character of Ulū al-Albāb as individuals who embody a balanced integration of intellectual excellence and spiritual depth. Ultimately, the Qur’anic epistemological reconstruction proposed in this study provides a conceptual foundation for transforming Islamic education into a more integrative, reflective, and adaptive system capable of responding to the dynamics and challenges of contemporary society.]]>
