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All Journal Jurnal Kajian dan Pengembangan Umat El-Rusyd Ahlussunnah: Journal of Islamic Education Krigan: Journal of Management and Sharia Business
Gucandra, Yudi
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Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : El-Rusyd

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Integrating Mixed Methods Paradigms for Research Gap Identification in Islamic Education Research Gucandra, Yudi; Sesmiarni, Sesmiarni
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.v10i2.427

Abstract

The phenomenon of weak problem identification and research gap analysis in Islamic Education studies reflects a serious epistemological challenge within the academic environment. Many student and faculty research projects remain repetitive and lack strong theoretical and empirical grounding. This article aims to examine the epistemological differences between quantitative and qualitative paradigms in the process of identifying research gaps and to integrate both within the methodology of Islamic Education research. The study employs a qualitative method using a conceptual Systematic Literature Review (SLR) by reviewing scientific articles indexed in Scopus and SINTA from 2020 to 2025. The data were analyzed through narrative and comparative synthesis focusing on ontological, epistemological, and methodological dimensions. The findings indicate that the quantitative paradigm is oriented toward theoretical verification (gap of extension and conflict), whereas the qualitative paradigm emphasizes meaning exploration (gap of void and emergent meaning). The integration of both paradigms produces the Epistemological Gap Framework (EGF), a conceptual model that combines the logic of verification and exploration in formulating research gaps in Islamic Education. This model is expected to strengthen methodological rigor, enhance epistemological awareness, and enrich the scholarly contribution to the development of Islamic Education as a scientific discipline.
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 Andy Riski Pratama Anisah, Ariyun Charles Charles Nasution, Soibatul Aslamiah Ridha Ahida Rifka Haida Rahma Sesmiarni, Sesmiarni Wedra Aprison