<![CDATA[Hadith learning in contemporary Islamic education faces the challenge of maintaining the epistemological authority of prophetic traditions while responding to developments in modern pedagogy and increasingly complex social contexts. This article aims to reconstruct the epistemology of Hadith learning through an integration-interconnection paradigm within modern Islamic educational methodology. This study employed library research by examining selected literature on Hadith studies, Islamic epistemology, the integration of knowledge, Islamic educational philosophy, and contemporary pedagogy. The analysis was conducted through identification, categorization, comparison, and conceptual synthesis of relevant literature. The findings indicate that Hadith learning should not be limited to textual transmission and memorization, but should encompass three interconnected epistemological dimensions: source validation, interpretation, and value actualization. Based on this framework, the article proposes an integration-interconnection learning model comprising six stages: Hadith validation, textual analysis, contextual analysis, interdisciplinary dialogue, reflection, and value actualization. The model connects the classical methodology of Hadith scholarship with contemporary learning approaches while maintaining the epistemological principles of Islamic knowledge. The study contributes a conceptual framework for repositioning Hadith learning as an epistemic, critical, contextual, reflective, and transformative process in contemporary Islamic education.]]>
