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All Journal EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam Arthavidya Jurnal Ilmiah Ekonomi Andragogi : Jurnal Ilmiah Pendidikan Agama Islam Jurnal Mu'allim Thawalib: Jurnal Kependidikan Islam LibTech : Library and Information Science Journal Didaktika Religia Fikruna : Jurnal Ilmiah Kependidikan dan Kemasyarakatan International Journal of Islamic Education (IJIE) JOIES (Journal of Islamic Education Studies) Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Maharot : Journal of Islamic Education
Mas'ud, Ali
Unknown Affiliation
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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The Tree of Knowledge Paradigm for Integrating Islam and Science: A Historical Study of Islamic Higher Education Mokodompit, Adesisilia; Mas'ud, Ali; Abu Bakar, M.Yunus
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i3.1065

Abstract

The dichotomy between religious sciences and secular sciences remains a fundamental challenge in the development of Islamic higher education in Indonesia. This separation has resulted not only in fragmented knowledge structures but also in the weakening of holistic academic and moral formation. In response to this issue, the Tree of Knowledge paradigm developed at UIN Maulana Malik Ibrahim Malang represents a systematic effort to integrate Islam and modern science within a unified, tauhid-based epistemological framework. This study aims to examine the historical background, epistemological foundations, practical implementation, and contemporary relevance of the Tree of Knowledge paradigm in shaping Islamic higher education in the global and digital era. This research employs a qualitative approach using a library research Design. Data were collected through critical analysis of scholarly books, peer-reviewed journal articles, and institutional documents related to Islamic epistemology, knowledge integration, and the Tree of Knowledge model. Data analysis used content analysis and historical analysis to explore the epistemological structure, implementation dynamics, and challenges of integrative knowledge paradigms in Islamic universities. The findings reveal that the Tree of Knowledge paradigm functions not merely as a symbolic representation but as an operational framework guiding curriculum development, interdisciplinary research, and integrative academic culture. The paradigm successfully positions revelation, reason, and empirical experience in a synergistic relationship. The study implies that the Tree of Knowledge offers a strategic foundation for developing Islamic higher education institutions that are spiritually grounded, intellectually competitive, and capable of contributing ethically and constructively to global civilization in the digital age.
Reconstruction of the Islamic Education Paradigm; Fazlur Rahman’s Thought Inovation Herwati; Abu Bakar, M. Yunus; Mas'ud, Ali
Mu'allim Vol 8 No 1 (2026): Januari 2026
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/y93xen90

Abstract

Reconstructing the paradigm of Islamic education has become an urgent necessity in response to the dynamic development of knowledge and the challenges of modernization. This study examines Fazlur Rahman’s alternative ideas as an effort to renew Islamic education through a library research approach. Fazlur Rahman proposes three innovative main approaches: the Islamization of modern secular education as an effort to integrate Islamic values into the contemporary education system; the simplification of the traditional syllabus to align learning materials with current needs; and the integration of classical branches of knowledge with modern sciences to create a holistic and relevant curriculum. This study emphasizes that these three approaches not only have the potential to overcome the stagnation of Islamic education but also open space for educational transformation that can compete globally without losing its Islamic identity. The findings are expected to serve as a conceptual foundation for educators and policymakers in formulating progressive and adaptive strategies for renewing Islamic education.
Co-Authors Abdurakhmonovich, Yuldashev Azim Abu Bakar , M. Yunus Abu Bakar, M.Yunus Alifi, Achmad Djazilan, M. Sukron Fathur Rohman, Fathur Fuad, Zakki Hafid, Hasanuddin Herwati Jakiyem, Jakiyem Jazil, Saiful Kresnani, Enlik Kurniawan, Rikza Syahrial Kusno, Moh. M. Yunus Abu Bakar Maghfiroh, Marjiatul Mokodompit, Adesisilia Muh. Sholihuddin MUHAMMAD FAHMI Novianto, Achmad Qorni Prasetia, Senata Adi Sudirman Sudirman Syaifuddin Syaifuddin Tobi, Tobi Tutik Hamidah Vangga, Trio Veithzal Rivai Zainal Wiwin Luqna Hunaida, Wiwin Luqna