<![CDATA[Humans face problems that fundamentally originate from their own conduct, and education has long been regarded as the principal means of correcting that conduct. Under the pressure of globalization, however, contemporary Islamic educational thought has grown increasingly diverse, making it difficult to distinguish authentic Islamic educational thought from its hybrid forms shaped by Western positivism. This article addresses two questions: how the historical roots of the dichotomy between religious and general knowledge were formed within classical Islamic intellectual tradition, and how that classical heritage may serve as a foundation for integrating Islamic values, modernity, and Indonesian identity in education. Employing a qualitative library research method, data were collected through documentary study of primary and secondary literature and analyzed using historical-descriptive content analysis. The findings trace the dichotomy to Al-Ghazali's classical distinction between al-'ulum al-shar'iyah and al-'ulum ghair al-shar'iyah and to Western secularization since the sixteenth century, both of which entered Indonesia and shaped a dichotomous character in national educational thought. The study concludes that overcoming this dichotomy requires not merely integrating Islamic and modern knowledge, but a threefold integration of Islamic values, modernity, and Indonesian identity, with collaboration between pesantren and universities proposed as an institutional pathway toward that integration.]]>
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