Discourse of Contemporary Islamic Education: Dichotomy, Islamization, and Integration of Science

Abstract

This study examines the discourse of contemporary Islamic education in facing the challenges of the dichotomy of science, the Islamization movement, and the paradigm of scientific integration. Using a qualitative-descriptive approach with the library research method, data was obtained from secondary sources such as books, journal articles, and other relevant documents. The research location is conceptual, based on the study of the scientific literature. The data collection technique is carried out through documentation, then analyzed with content analysis techniques to identify the main themes and build a conceptual construction. The results of the study show that the dichotomy between religious science and general science is a historical problem that has caused dualism in the Islamic education system. The Islamization movement emerged as a reaction to secularism, but faced challenges in its application. As a more applicable response, the integration paradigm has begun to be applied in a number of Islamic universities in Indonesia, such as UIN and IAIN, in the form of an integrated curriculum and institutional restructuring. Although promising, the implementation of science integration faces obstacles such as academic resistance, lack of integrative training, and a scientific culture that has not yet been supportive. This study concludes that contemporary Islamic education needs to be integrative, transformative, and adaptive to the times. Systemic and sustained efforts are needed to strengthen the paradigm of integration in all aspects of Islamic education.