The Integration of Revelation and Science in the Islamic Education’s Curriculum

Abstract

The integration of religious and modern knowledge continues to face various challenges in the practice of Islamic education, such as differences in educators’ understanding, a tendency towards symbolic integration, and the lack of a systematic implementation model. These conditions mean that the learning process has not yet been fully able to link Islamic values with the development of scientific knowledge in a holistic manner. This research employs a qualitative approach using a case study design. Data were collected through in-depth interviews, observation and document analysis, and were subsequently analysed using the Miles, Huberman and Saldaña interactive model, with validation achieved through triangulation of sources and techniques. This study aims to: 1) analyse the interpretation of the integration of knowledge; 2) examine its implementation and the challenges involved; and 3) formulate a model for the integration of knowledge based on a hermeneutic approach. The research findings indicate that the integration of knowledge is understood as a process of contextually linking Islamic values with scientific concepts within the learning process. Its implementation has been carried out through the integration of subject matter, religious values, and learning experiences, although it still faces obstacles in the form of differences in teachers’ understanding, limitations in teaching materials, and the absence of operational guidelines. This research has produced a model for the integration of knowledge that encompasses the identification of religious values, the analysis of scientific concepts, contextual dialogue, integration within the learning process, and reflection and evaluation, thereby providing a more systematic and meaningful framework for learning.