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All Journal Al Furqan: Jurnal Ilmu Al Quran dan Tafsir Jurnal Suara Hukum Khalifa: Journal of Islamic Education Tebuireng: Journal of Islamic Studies and Society Amorti: Jurnal Studi Islam Interdisipliner International Journal of Islamic Studies Higher Education Al-Karim: International Journal of Quranic and Islamic Studies Journal of Education and Teacher Training Innovation (JETTI) INJIES: Journal of Islamic Education Studies Parewa Saraq: Journal of Islamic Law and Fatwa Review
Alrumayh, Safa
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Religion Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Integrating Turath and Modern Knowledge in Islamic Higher Education Barkah, Sami; Masoud, Mohieddin; Aladi, Salem; Ayad, Nahid; Alrumayh, Safa; Albshkar, Hajer; Masuwd, Mowafg
Khalifa Journal of Islamic Education Vol 10 No 1 (2026): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v10i1.448

Abstract

Islamic higher education encounters a continuous challenge in integrating classical Islamic heritage (Turath) with modern knowledge in a consistent and meaningful way. This study examines to which extent Islamic education programs balance Turath (classical Islamic heritage) and modern knowledge in the Faculties of Sharia and Islamic Studies at the University of Zawia, Libya. Using a mixed-methods explanatory sequential design, quantitative data were collected from 350 students through a structured questionnaire, followed by qualitative interviews with 20 lecturers to provide deep insights. The findings indicate that students demonstrate a high appreciation for both Turath (M = 4.34, SD = 0.79) and modern knowledge (M = 4.08, SD = 0.96), reflecting strong support for an integrative model of Islamic education. However, curriculum balance was rated at a moderate level (M = 3.35, SD = 1.07), suggesting that integration between the two domains remains insufficient. Teaching practices were also perceived as moderately effective (M = 3.73, SD = 0.96), with limitations in fostering critical engagement and application. Furthermore, students identified significant challenges (M = 4.09, SD = 0.90), particularly the overreliance on memorization, weak linkage between theory and practice, and limited institutional coordination. Qualitative findings confirm that these challenges rooted in structural fragmentation, lack of a unified curriculum framework, and insufficient pedagogical training. The study concludes that while the conceptual foundation for integration exists, effective implementation requires systematic curriculum reform, pedagogical innovation, and institutional integration.
Co-Authors Abdulghani, Naser Abdulkadir, Sakinah Abdullah, Mahmoud Aboujanah, Yousuf Aladi, Salem Albshkar, Hajer Almajri, Sumaia Alouzi, Khuloud Alriteemi, Abraheem Alsaeh, Eman Alsaeh, Fatima Alsayd, Abdulnasir Andriawan, Didik Aryanti, Yosi Ayad, Nahid Barkah, Sami Baroud, Najah Hasan, Laylay Husayn, Enaas Husna Nashihin Ibrahim, DafaAllah Kasheem, Amaal kasheem, Majdy Masoud, Mohieddin Masuwd, Mowafg Mowafg Masuwd Mu'minin, Nashrul Naser Ali Abdulghani Omar, Zaynab Pratama, Deded Rosyadi, Nabil Sami Barkah Shalghoum, Najimudin Yahya, Najeeb