<![CDATA[The dualism between religion and science in the world of education has had serious consequences, including the fragmentation of the paradigms of thought among lecturers in religious studies and science, the emergence of dichotomies and gaps within the curriculum structure, and differences in learning orientations. This research is a case study aimed at empirically examining the dualism between religion and science in teaching practice. Data collection utilised a qualitative approach, comprising interviews, a study of curriculum documents and teaching materials (RPS), and observation at a public university in Indonesia. The research results reveal three main findings. Firstly, the paradigms of thought held by lecturers in religious studies and science regarding the integration of disciplines vary from highly dichotomous to integrative. Secondly, the dominance of science within the curriculum structure. Thirdly, differences in learning orientations, whereby religious education places greater emphasis on moral and spiritual aspects, whilst science focuses on cognitive aspects and fieldwork. The research findings indicate that the dualism between religion and science remains evident within the education system and the learning context at the public university studied. A paradigm shift and more purpose-driven curriculum reform are essential to create space for a more open and integral dialogue regarding the functional relationship between religion and science.]]>
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