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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA)
Abu Anwar
Institut Agama Islam Negeri Datuk Laksemana Bengkalis, Indonesia
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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Epistemological Crisis to Educational Reform: Reconstructing al-Faruqi’s Islamization of Knowledge for Islamic Education Azlina Azlina; Abu Anwar
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 4 (2026): In progress (Theme Education, Religion Studies, Social Sciences, STEM and Economi
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i4.524

Abstract

Contemporary Islamic education is facing a profound epistemological crisis characterized by the dichotomy between religious and secular sciences, the dominance of positivistic and secular paradigms, and the weak integration of tawhidic values into knowledge development. This crisis has led to fragmented educational objectives and reduced curricular relevance to the needs of the Muslim community. The present study aims to critically examine the epistemological roots of this crisis and explore the applicability of Ismail Raji al-Faruqi’s concept of the Islamization of Knowledge as a reformative framework. Employing a library research method with descriptive-analytical techniques, the study focuses on al-Faruqi’s seminal work Islamization of Knowledge and relevant secondary literature. The findings reveal that the epistemological crisis stems primarily from the entrenched dichotomy of knowledge and the pervasive influence of secular paradigms. Al-Faruqi’s epistemological project, when reformulated through twelve practical steps, provides a comprehensive tawhidic epistemological model that can be operationalized in curriculum design, educational objectives, and pedagogical praxis. The implications of this reformulation highlight the urgency of integrating tawhidic principles into contemporary Islamic education to overcome fragmentation and restore its relevance to the holistic development of the Muslim community.
Islam–Science Integration in Indonesian Integrated Islamic Junior High Schools Sulastri Sulastri; Abu Anwar
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.528

Abstract

The integration of Islam and science in education represents a strategic effort to develop holistic learning within integrated Islamic schools in Indonesia. This study explores how Islam–science integration is implemented in Integrated Islamic Junior High Schools, focusing on curriculum design, pedagogical practices, and the internalization of tauhid values. Using a qualitative field study approach, data were collected through classroom observations, in-depth interviews with principals and teachers, and document analysis. Findings indicate that integration is achieved by linking scientific concepts with Quranic verses (verse kauniyah), embedding daily worship practices, strengthening moral character, and positioning teachers as murabbi who nurture intellectual and spiritual growth simultaneously. The model enhances students’ scientific literacy, spiritual awareness, and balanced character formation, though challenges remain in teachers’ pedagogical competence and limited instructional time. Overall, the study demonstrates that Islam–science integration fosters students who are balanced in faith, knowledge, and ethics, while offering a practical framework for curriculum innovation in Islamic education. These findings contribute to the global discourse on religion–science integration and provide insights for policymakers and educators seeking to advance integrative approaches in contemporary schooling.
Co-Authors Azlina Azlina Sulastri Sulastri