<![CDATA[This study examines the significance of a multidisciplinary approach within the framework of Islamic education. The persistent dichotomy between religious sciences and secular disciplines has emerged as a substantive concern in contemporary scholarship, particularly in the context of modern intellectual development. Within Muslim communities, the normative obligation to pursue religious knowledge remains deeply entrenched; however, the imperative of engaging with broader fields of inquiry is frequently marginalized in educational discourse. Employing a qualitative methodology grounded in library research, this study draws upon a range of scholarly sources to substantiate the necessity of interdisciplinary engagement for Muslim learners. The analysis reveals that the Islamic conception of learning extends well beyond the boundaries of religious instruction, encompassing diverse domains of knowledge that are equally indispensable. Exposure to multiple disciplines equips students with refined analytical capacities and enables more nuanced and thorough identification of emerging issues under investigation. Ultimately, the ability to engage with complex problems through a multidisciplinary lens and to adopt multiperspectival modes of inquiry represents a critical intellectual disposition for Muslim individuals striving to articulate an Islam that is responsive and relevant across changing historical contexts. Keywords: Dichotomy, Education, Integration, Multidisciplinary.]]>
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