DEKONSTRUKSI DIKOTOMI ILMU DALAM PENDIDIKAN ISLAM

Abstract

The dichotomy of knowledge in Islamic education has long been a contested intellectual terrain, separating religious sciences from secular disciplines in ways that are widely regarded as epistemologically untenable and pedagogically harmful. This study examines the historical roots and contemporary manifestations of this bifurcation, tracing its emergence from colonial educational policies and its reinforcement through institutional practices in Muslim-majority societies. The primary objective of this research is to deconstruct the epistemic foundations underpinning the sacred-secular knowledge divide and to explore integrative frameworks proposed by both classical Islamic scholars and modern educational theorists. Employing a systematic library research methodology, this study analyzes primary and secondary sources drawn from classical Islamic intellectual heritage as well as contemporary scholarly discourse. Findings reveal that classical Islamic epistemology, as articulated by figures such as al-Ghazali and Ibn Khaldun, does not substantively endorse a rigid bifurcation of knowledge domains; rather, modern dichotomization is a product of historical contingencies rather than authentic Islamic intellectual tradition. This study contributes a nuanced analytical framework for reconceptualizing Islamic educational curricula toward epistemological unity.