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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

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

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.

Ragam Metode Pembelajaran dalam Al-Qurian: Analisis Tarbawi dan Relevansinya bagi Pendidikan Islam Kontemporer Fauziyah, Intan Nur; Mas'ud, Ali
Tarbawi : Jurnal Studi Pendidikan Islami Vol. 14 No. 1 (2026): Tarbawi : Jurnal Studi Pendidikan Islami (April) In Press
Publisher : Sekolah Tinggi Agama Islam Salahuddin Pasuruan

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Abstract Purpose – This article explores how the Qur’an conceptualizes learning methods and systematically categorizes them to support contemporary Islamic education, emphasizing dialogical, narrative, exemplary, and experiential approaches to enhance students’ critical, moral, and spiritual competencies. Design/methodology/approach - This research uses literature study and content analysis of tarbawi verses, classical and contemporary tafsir, as well as the latest literature to build a comprehensive framework for Al-Qur'an learning methods and analyze its implications for education. Research limitations/implications – The conceptual focus limits empirical testing; future research should explore applied classroom models or digital pedagogical innovations. Findings – Four major pedagogical categories are identified—dialogical, narrative, exemplary, and experiential—showing relevance for character formation, critical thinking, moral reasoning, and active learning. Qur’anic pedagogy is participatory, holistic, and humanistic, addressing limitations of teacher-centered approaches. Originality/value – The study provides an integrative framework linking classical Qur’anic insights with contemporary educational needs, offering a foundation for curriculum development and pedagogical innovation in Islamic education

Building Harmony through a Local Wisdom-Based Curriculum at a Madrasah in a Muslim Minority Setting Nadlir, Nadlir; Muhammad Fahmi; Alfiyah, Hanik Yuni; Syaifuddin, Syaifuddin; Mas'ud, Ali; Sudirman, Sudirman; Ibrahim, Abdullah Malik
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i2.322

Interfaith harmony is an important foundation for social cohesion in a pluralistic society, but it does not always occur naturally and requires a planned educational strategy. This study aims to analyze the construction of harmony through a local wisdom-based curriculum at Madrasah Aliyah Bali Bina Insani (MA BBI), a madrasah located in a Muslim minority context in Tabanan Regency, Bali. The research focuses on how local wisdom values are systematically integrated into the curriculum and educational practices to build interfaith harmony. This study used a qualitative case study design. Data were collected through in-depth interviews with eight key informants, including madrasah principals, Muslim and non-Muslim teachers, and community leaders; participant observation of the learning process and socio-religious activities; and documentation of curriculum documents and institutional policies. Data were analyzed using an inductive-interactive analysis model. The results show that MA BBI actively integrates Balinese local wisdom into its learning materials, inclusive pedagogical approaches, and institutional policies, thus creating an educational climate that supports tolerance, mutual respect, and social harmony. The curriculum serves not only as an academic tool but also as a social instrument in building harmony amidst religious diversity. The novelty of this research lies in its emphasis on the madrasah curriculum as a medium for fostering harmony among minority communities. This study confirms that developing a curriculum grounded in local wisdom is a powerful educational strategy for building social harmony in pluralistic societies and recommends further research across diverse socio-cultural contexts.

Ragam Metode Pembelajaran dalam Al-Qurian: Analisis Tarbawi dan Relevansinya bagi Pendidikan Islam Kontemporer Fauziyah, Intan Nur; Mas'ud, Ali
Tarbawi : Jurnal Studi Pendidikan Islami Vol. 14 No. 1 (2026): Tarbawi : Jurnal Studi Pendidikan Islami (April) In Press
Publisher : Sekolah Tinggi Agama Islam Salahuddin Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract Purpose – This article explores how the Qur’an conceptualizes learning methods and systematically categorizes them to support contemporary Islamic education, emphasizing dialogical, narrative, exemplary, and experiential approaches to enhance students’ critical, moral, and spiritual competencies. Design/methodology/approach - This research uses literature study and content analysis of tarbawi verses, classical and contemporary tafsir, as well as the latest literature to build a comprehensive framework for Al-Qur'an learning methods and analyze its implications for education. Research limitations/implications – The conceptual focus limits empirical testing; future research should explore applied classroom models or digital pedagogical innovations. Findings – Four major pedagogical categories are identified—dialogical, narrative, exemplary, and experiential—showing relevance for character formation, critical thinking, moral reasoning, and active learning. Qur’anic pedagogy is participatory, holistic, and humanistic, addressing limitations of teacher-centered approaches. Originality/value – The study provides an integrative framework linking classical Qur’anic insights with contemporary educational needs, offering a foundation for curriculum development and pedagogical innovation in Islamic education

Contextual PAI Learning Design: Integration of Contextual Teaching and Learning with Islamic Epistemology in the Society 5.0 Era Aziz, Faqih Abdul; Khasanah, Mita Nur; Haryadi, Yaniz Naura Naviana; Mudlofir, Ali; Mas'ud, Ali; Hamdani, Asep Saepul
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.371

The Era of Society 5.0 places Islamic Religious Education (PAI) at a critical intersection between the necessity of pedagogical adaptation and the obligation to maintain transcendental integrity. The Contextual Teaching and Learning (CTL) approach, which is derived from Western pragmatism epistemology, has proven to have an ontological deficit because it negates the transcendental dimension as the main axis of religious education. On the other hand, there is currently no instructional syntax that comprehensively deconstructs secular CTL and reconstructs it based on Islamic Epistemology to address the challenges of Society 5.0 disruption. Objective: This research aims to (1) analyze the epistemological limitations of Western CTL thru the perspective of Islamic Epistemology, and (2) formulate an instructional syntax for contextual PAI learning design that operationally integrates the pillars of CTL with evidence from the Qur'an and Hadith. Method: This qualitative research based on library research applies the Conceptual Framework Analysis approach integrated with qualitative content analysis. Data was extracted from authoritative texts of the Qur'an, Hadith, tafsir books, and globally reputable journal literature (Scopus and Web of Science), verified thru source triangulation. Results: This research produces: (1) An Epistemological Deconstruction Matrix that maps the limitations of the seven pillars of secular CTL and the Islamic foundation as its alternative; and (2) A Contextual PAI Instructional Design in the form of a continuous seven-phase syntax cycle: Bina' Ma'rifah, Istiqra’ wa Tadabbur, Sual wa Jawab, Majelis Ilmi wa Syura, Uswah Hasanah, Muhasabah, and Mizanul Amal. This design has proven to realize the eight dimensions of the graduate profile of the Merdeka Curriculum and acts as a proactive mitigation instrument against moral crises and digital radicalism. The novelty of this study lies in the formulation of a closed-loop instructional system that is adaptive to the disruptions of Society 5.0 civilization with a comprehensive eschatological accountability.

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