Reconstructing Contemporary Islamic Educational Epistemology: Synergizing Civic Religious Values and Modernity in Integrative Transformative Curriculum

Saifullah Isri; Muh Ibnu Sholeh; Teuku Zulkhairi; Hazrullah Hazrullah

doi:10.61255/jupiter.v4i4.2210

Authors

Saifullah Isri Universitas Islam Negeri Ar-Raniry Banda Aceh
Muh Ibnu Sholeh STAI KH Muhammad Ali Shodiq Tulungagung
Teuku Zulkhairi Universitas Islam Negeri Ar-Raniry Banda Aceh
Hazrullah Universitas Islam Negeri Ar-Raniry Banda Aceh

DOI:

https://doi.org/10.61255/jupiter.v4i4.2210

Keywords:

Epistemological Reconstruction, Civic-Religious Values, Modernity, Integrative-Transformative Curriculum, Islamic Higher Education

Abstract

Purpose: This study aims to reconstruct contemporary Islamic educational epistemology by examining the synergy between civic-religious values and modernity in the development of an integrative-transformative curriculum at Universitas Islam Negeri Ar-Raniry Banda Aceh. Methods: This study employs a qualitative case study design. Data were collected through semi-structured interviews, classroom observations, focus group discussions, and document analysis involving curriculum documents, course plans, teaching materials, learning outcomes, assessment instruments, and institutional policies. Data credibility was supported through source and method triangulation, member checking, peer debriefing, and an audit trail. Findings: The findings indicate that contemporary Islamic educational epistemology involves the integration of revelation, rational inquiry, empirical knowledge, interdisciplinary perspectives, and ethical responsibility. Civic-religious values, including justice, tolerance, humanity, diversity, and national responsibility, provide an ethical foundation for engaging with modernity. However, challenges remain in disciplinary integration, curriculum implementation, lecturer competence, pedagogical practices, and conventional assessment. The study proposes the Integrative-Transformative Islamic Educational Epistemology Framework (ITIE), comprising five dimensions: epistemological foundation, civic-religious synergy, critical engagement with modernity, transformative curriculum and pedagogy, and transformative outcomes. Research Implications: The proposed framework provides conceptual guidance for curriculum development, teaching innovation, and institutional policy aimed at strengthening critical thinking, ethical reasoning, civic responsibility, and social engagement in Islamic higher education. Originality: This study offers an integrative framework that connects Islamic epistemological foundations, civic-religious values, and critical engagement with modernity within a transformative curriculum approach.

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