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All Journal Jurnal Islam Nusantara El-Rusyd Journal of Educational Management Research Jurnal Al Karim : Jurnal Pendidikan, Psikologi dan Studi Islam Ahlussunnah: Journal of Islamic Education QOUBA : Jurnal Pendidikan Journal of Islamic Early Childhood Education
Nasution, Soibatul Aslamiah
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Post-Positivism and the Tripartite Epistemology of Islamic Knowledge: Toward an Alternative Paradigm of Science Nasution, Soibatul Aslamiah; Ahida, Ridha; Gucandra, Yudi
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.549

Abstract

This study examines the epistemological crisis of modern science resulting from the dominance of Western positivism, which tends to separate scientific inquiry from transcendental values. The hegemony of rationalism and empiricism has marginalized spiritual dimensions in knowledge production, leading to epistemic reductionism. Drawing on post-positivist perspectives, particularly the works of Thomas S. Kuhn and Paul Feyer bend, this study explores the relevance of Islamic epistemology as an alternative framework. Using a Systematic Literature Review (SLR) of philosophical and Islamic epistemology literature published between 2020 and 2025, the analysis employs philosophical hermeneutics to examine points of conceptual convergence. The findings reveal a philosophical alignment between post-positivist critiques of rational-empirical dominance and the pluralistic epistemological structure of Islamic knowledge, grounded in Bayani (revelation), Burhani (reason), and Irfani (intuition). This synthesis is further articulated through the integration of Al-Attas’s emphasis on metaphysics and adab and Al-Faruqi’s focus on methodological and curricular reconstruction. The study argues that the tripartite Islamic epistemological framework offers a viable alternative paradigm for addressing the reductionism of modern science. However, further empirical studies are required to assess the applicability of this integrative model within Islamic higher education contexts.
Co-Authors Andrayani, Dela Andy Riski Pratama Anrisal, Ahmad Burhanudin Burhanudin Charles Charles Charles Dina Septiana, Yulda Dwi Budi Santoso Dwi Utami, Rahmi Dwi Wulandari, Viona Fitriani, Wita Gucandra, Yudi Gusli, Ramadhoni Aulia Hetdianti, Dian Iswandi Iswandi Iswantir M Lestari, Sri Putrani Nurainum Rahmi Yolanda Ridha Ahida Rifka Haida Rahma Sar'an Sar'an, Sar'an Septiana, Yulda Dina Susanti, Riri Zeky, Serpuadi Zulfani Sesmiarni Zulmi, Fadhli