REINTEGRATION OF SCIENCE AND ISLAM IN ISLAMIC EDUCATION LEARNING IN URBAN MUSLIM COMMUNITIES

Usman Usman, A. A. Muhammad
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Abstract

Science and Islam were originally one in the realm of the unity of existence (al-wahidat al-wujud) Allah SWT. Still, when humans accepted them, they became multi-fragmented because of the capacity of each human mind. Islamic education, which originates from the Qur'an and Hadiths contributes to integrating Science and Islam. For this reason, this article aimed to explore the implementation of the reintegration of Science and Islam in postgraduate Islamic education learning at one of the Islamic tertiary institutions in Jambi province, Indonesia. This study used a qualitative approach to explore and understand the participants' experiences. The data were derived from the results of semi-structured interviews and free interviews, which explain and convey explicit or implied meanings or symbols from the collected data related to the steps for implementing three categories, namely the conception of knowledge, approaches to implementing the reintegration of Science and Islam in Islamic education learning, and materials used. The data were processed and analyzed using domain analysis to obtain an overview of the implementation of Science and Islamic reintegration in Islamic education. The study results explain that the strategic steps for implementing the reintegration of Science and Islam in Islamic education learning have three main aspects: The conception of science in the reintegration of Science and Islam in learning must be carried out to have one perception and one vision. That is, all knowledge comes from one source, namely Allah SWT. An approach to faith is based on a solid monotheism by combining and explaining signs found in nature (Kauniyah verses) with signs learned in the Qur'an and Hadith (Kauliyah verses). The Material comes from Science and Islam, the Qur'an, and Hadiths. Science as a social science is developed and linked to Islamic Science, the Qur'an, and Hadiths which form the basis of its development.
科学与伊斯兰教在城市穆斯林社区伊斯兰教育学习中的重新融合
科学和伊斯兰教原本是一体的存在(al-wahidat al-wujud)安拉SWT领域。然而,当人类接受它们时,由于每个人的思维能力,它们变得多碎片化。源自《古兰经》和《圣训》的伊斯兰教育有助于科学与伊斯兰的融合。出于这个原因,本文旨在探讨在印度尼西亚占比省的一所伊斯兰高等教育机构的研究生伊斯兰教育学习中实施科学与伊斯兰教的重新融合。本研究采用定性方法来探索和理解参与者的经历。数据来自半结构化访谈和自由访谈的结果,这些访谈解释和传达了与实施三类步骤相关的收集数据的明确或隐含意义或符号,即知识的概念,在伊斯兰教育学习中实施科学与伊斯兰教重新融合的方法,以及使用的材料。使用领域分析对数据进行处理和分析,以获得在伊斯兰教育中实施科学和伊斯兰融合的概述。研究结果解释了在伊斯兰教育学习中实施科学与伊斯兰教融合的战略步骤有三个主要方面:科学与伊斯兰教在学习中融合的科学概念必须有一个感知和一个愿景。也就是说,所有的知识都来自一个源头,即安拉SWT。信仰的方法是建立在坚实的一神论的基础上,通过结合和解释自然界中发现的迹象(考尼耶经文)和古兰经和圣训中学到的迹象(考尼耶经文)。材料来自科学和伊斯兰教,古兰经和圣训。科学作为一门社会科学是发展起来的,并与构成其发展基础的伊斯兰科学、古兰经和圣训联系在一起。
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