<![CDATA[The dichotomy of knowledge in contemporary Islamic education remains a fundamental problem that results in intellectual fragmentation and the weakening of educational values. This article aims to examine the epistemological roots of the knowledge dichotomy in Islamic education and to formulate tawhid as an educational epistemology capable of addressing this issue. This study employs a qualitative approach using library research with critical analysis of classical and contemporary literature on Islamic education and epistemology. The findings indicate that the knowledge dichotomy does not merely arise from curricular or institutional factors, but from the failure to function tawhid as a worldview and epistemic principle of education. Tawhid is often reduced to a normative theological doctrine, leading to the separation of knowledge from faith and practice. This article proposes a reconstruction of Islamic educational epistemology based on tawhid, emphasizing the unity of knowledge, faith, and practice as the foundation of meaningful and integrated Islamic education.]]>
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