(Universitas Islam Negeri Raden Intan Lampung, Indonesia)(2) Rezki Oktoberi
(Universitas Islam Negeri Raden Intan Lampung, Indonesia)(3) Koderi Koderi
(Universitas Islam Negeri Raden Intan Lampung, Indonesia)(4) Jamal Fakhri
(Universitas Islam Negeri Raden Intan Lampung, Indonesia)*corresponding author
AbstractFenomena globalisasi dan modernisasi menimbulkan tantangan serius bagi pendidikan Islam, terutama melalui munculnya fragmentasi epistemologis berupa dikotomi antara ilmu agama dan ilmu umum. Kondisi ini berimplikasi pada melemahnya orientasi filosofis dan operasional lembaga pendidikan Islam. Artikel ini bertujuan untuk menelusuri hakikat ilmu, pengetahuan, dan filsafat dalam perspektif epistemologi Islam serta menganalisis urgensi integrasi epistemologis dalam membangun kerangka manajemen pendidikan Islam yang utuh dan berimbang. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka (library research) terhadap literatur klasik dan kontemporer yang relevan di bidang filsafat ilmu, epistemologi Islam, dan manajemen pendidikan. Hasil kajian menunjukkan bahwa dikotomi ilmu agama dan ilmu umum tidak hanya bersifat struktural, tetapi juga epistemologis dan kultural, yang berdampak pada fragmentasi identitas serta arah pengembangan pendidikan Islam. Pendekatan epistemologis integratif berbasis tiga paradigma utama bayani (tekstual-normatif), burhani (rasional-empiris), dan irfani (spiritual-intuitif) ditawarkan sebagai kerangka konseptual yang mampu merekonstruksi manajemen pendidikan Islam secara filosofis dan praktis. Integrasi ini diharapkan mampu memperkuat landasan nilai, memperkaya strategi manajerial, serta meningkatkan relevansi dan daya saing pendidikan Islam di tengah tantangan globalisasi dan digitalisasi. KeywordsEpistemologi Islam, Integrasi Ilmu, Filsafat Pendidikan, Manajemen Pendidikan Islam, Globalisasi
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DOIhttps://doi.org/10.57235/qistina.v4i2.7354 |
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