<![CDATA[The predominance of Western educational systems, which are defined by logic and organized structure, has led to the modernization of Islamic education. However, this approach entails a hybridization method that combines the Islamic intellectual legacy with contemporary educational systems rather than usually taking the form of complete acceptance. The purpose of this study is to analyze the idea of educational hybridization and the methods used by reformist leaders, especially Muhammad Abduh and Ahmad Dahlan, to combine traditional and contemporary curriculum. Based on the examination of both classical and modern literature, this study takes a qualitative approach employing a library research method. The results show that educational hybridization uses three primary methods selective adaptive, integrative-epistemological, and cultural-transformative as an epistemological technique to merge religious and general sciences. Curriculum integration is not just structural; it also includes values and scientific perspectives, as demonstrated by the changes implemented by Muhammad Abduh at Al-Azhar and Ahmad Dahlan through Muhammadiyah. As a result, educational hybridization can be viewed as a reasonable paradigm that is pertinent to dealing with the problems of modern educational change and globalization.]]>
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