Reconstruction of Islamic Epistemology for Education: Critique of the Hegemony of Modern Science and Efforts to Integrate Science in the Perspective of the Islamic Worldview

Abstrak

The hegemony of modern secular and dualistic science epistemology has created a dichotomy in education within the Islamic world, leading to intellectual-spiritual disorientation, ecological crises, and minimal Islamic scientific contribution. Existing integration efforts are often superficial, failing to address fundamental epistemological reconstruction. This study aims to conduct an in-depth exploration of the efforts to reconstruct Islamic epistemology in the context of science education and to formulate an operational framework for its implementation. The research employs a qualitative approach with an intrinsic case study design. Data were collected through semi-structured in-depth interviews with three purposively selected key informants: an academic/epistemologist, a curriculum developer, and a science teacher. Data analysis was conducted using an interactive thematic analysis model. The findings indicate that the core of integration is a tawhid-based paradigm reconstruction, viewing science as the reading of cosmic signs (ayat kauniyah) guided by revelation. Implementation exists on a spectrum from infusion to curricular reconstruction but is hindered by teacher capacity gaps, national curriculum pressures, and a scarcity of learning resources. As solutions, the study recommends cultivating scholar-scientists (ulama-ilmuwan), establishing teacher communities of practice, building collaborative ecosystems, and adopting a phased roadmap toward institutionalization