<![CDATA[This article examines the intellectual debate between Hamzah Fansuri and Nuruddin al-Raniri as a form of epistemological contestation within the Malay Sufi tradition. The study aims to explain how these two figures represented different models of Islamic knowledge validation and how their ideas remain relevant to reconstructing contemporary Islamic education. Hamzah Fansuri, in particular, represents an ontological-transformative epistemology. In contrast, Nuruddin al-Raniri represents a normative-theological epistemology. This study employs a qualitative library research approach using intellectual history and epistemological analysis of Hamzah Fansuri’s works, al-Raniri’s polemics, and contemporary Islamic educational thought. The findings reveal that the debate between Hamzah and al-Raniri constituted a struggle over epistemic authority concerning the sources and validity of Islamic knowledge in the Malay world. Furthermore, the article finds that the crisis of modern Islamic education is characterized by the fragmentation between spirituality, ethics, and intellectuality. Therefore, this article proposes the concept of an integrative Islamic epistemology of education as a synthesis of spiritual, ethical, and rational dimensions in the formation of the ideal human being grounded in adab, revelation, and spiritual transformation.]]>
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