INTEGRASI EPISTEMOLOGI ISLAM DAN PENDIDIKAN MODERN DALAM KURIKULUM PAI

Abstract

Contemporary Islamic education faces a profound epistemological challenge arising from the uncritical adoption of Western secular pedagogical frameworks within Islamic educational institutions, creating an internal tension that undermines the coherence and integrity of Islamic worldview formation. This study aims to critically examine the possibilities, constraints, and strategic pathways for integrating Islamic epistemology into modern Pendidikan Agama Islam (PAI) curricula in Indonesia. Utilizing a qualitative library research methodology, this investigation systematically reviews and critically analyzes primary classical Islamic intellectual sources alongside contemporary peer-reviewed scholarship on Islamic education, curriculum theory, and epistemological foundations. The findings demonstrate that authentic integration requires a fundamental reconceptualization of knowledge grounded in the Islamic concept of tawhid as the unifying epistemic principle, combined with the methodological renewal of ijtihad applied to curriculum design. The study concludes that a viable integration framework must operate simultaneously at the ontological, axiological, and methodological levels of curriculum development, and that its successful implementation demands collaborative reform across teacher education, institutional policy, and scholarly discourse.