A Conceptual Model of Islamic Education Based on Integrative Epistemology

Abstract

Contemporary Islamic education continues to face a dichotomy between religious knowledge and empirical sciences, creating fragmented curricula, learning processes, and educational outcomes. This study aims to formulate a conceptual model of Islamic education based on integrative epistemology that connects knowledge sources, curriculum, pedagogy, assessment, and institutional culture. Employing qualitative library research and conceptual framework analysis, classical and contemporary literature was examined through concept identification, assumption deconstruction, comparative analysis, relational synthesis, and theoretical validation. The results indicate that integration should extend beyond combining subject content by linking a tawhidic-axiological foundation with bayani, burhani, and irfani reasoning. The proposed model comprises five interrelated layers: tawhid, adab, and maslahah; an epistemic core; four operational pillars; a four-phase learning cycle; and learner outcomes. The operational pillars include interdisciplinary curriculum, dialogical-inquiry-reflective pedagogy, authentic character-spiritual assessment, and epistemically competent educators supported by a tawhid-oriented institutional culture. The learning cycle consists of textual-normative orientation, rational-empirical investigation, ethical-spiritual reflection, and transformative action. The model's novelty lies in its multi-layered architecture, which operationally connects ways of knowing with curriculum design, learning, assessment, and educational ecosystems.