<![CDATA[The integration of Islamic epistemology into basic education practices is a strategic issue that has not yet been fully addressed in a systematic manner by the academic literature. This article aims to conduct an in-depth analysis of how sources of knowledge within the Islamic epistemological tradition including revelation (naqliyyah), reason (aqliyyah), and sensory experience (hissiyyah) are operationalized in the context of learning at the elementary education level. Through a systematic literature review (SLR) of 48 sources published between 2015 and 2025, this study maps the patterns of knowledge construction occurring in the classroom, identifies the most significant pedagogical gaps, and formulates practical implications for curriculum development and educational policy. Findings indicate that the majority of teaching practices in Islamic elementary education remain transmissive in nature and tend to neglect a holistic epistemological dimension, particularly in integrating rational reasoning and empirical experience as legitimate sources of knowledge. There is also a disconnect between the philosophical foundations of Islamic education outlined in curriculum documents and the reality of implementation in the classroom. This article argues that pedagogical reform based on an integral Islamic epistemological framework is not merely a philosophical imperative but an urgent practical necessity for cultivating students who possess authentic critical, integrative, and Islamic-values-based thinking skills.]]>
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