Reformasi Pendidikan Islam melalui Integrasi Epistemologi: Studi Kasus Kurikulum STEAM Pondok Pesantren Athaya Islamic Education Reform Through Epistemological Integration: A Case Study of the STEAM Curriculum at Pondok Pesantren Athaya
Article Sidebar
Page Numbers:
460-471
Digital Object Identifier:
10.58578/anwarul.v5i3.6411
Viewed: 252 times
Downloaded: 134 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Albert Taqy As Syakur1*, Akbar Yusgiantara2, Mita Nur Khasanah3, Baidi Baidi4 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Modern Islamic education faces a critical challenge in the form of an epistemic conflict between religious and secular knowledge, which threatens the integrity of the Islamic education system. This study aims to examine the application of Amin Abdullah’s integration-interconnection paradigm in the educational practices of Pondok Pesantren Athaya Solo and its significance for the reform of Islamic education in Indonesia. Employing a qualitative method with an instrumental case study approach, data were collected through comprehensive interviews, participatory observation, and curriculum document analysis. The data were analyzed through interactive stages of data reduction, data display, and conclusion drawing. The findings reveal that Pondok Pesantren Athaya has successfully integrated three curricular pillars, Civic Education (Kebangsaan), Religious Studies (Dinniyah), and STEAM into a single educational framework grounded in Islamic values and knowledge. Project-based learning, the reinforcement of spiritual values, and a trilingual approach serve as key elements in bridging religious and scientific knowledge. Character development through contextual activities demonstrates the effectiveness of this integrative approach in enhancing students’ academic, ethical, and spiritual competencies. The study concludes that the integration-interconnection paradigm can be effectively implemented within the context of Islamic-based secondary education. The Athaya model offers a strategic reference for national Islamic education reform aimed at overcoming the dichotomy between modern science and religious belief.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Abdullah, M. A. (2015). Religion, Science, and Culture: An Integrated, Interconnected Paradigm of Science. Al-Jami’ah: Journal of Islamic Studies, 52(1), 175–203. https://doi.org/10.14421/ajis.2014.521.175-203
Abdullah, M. A. (2017). Islamic Studies in Higher Education in Indonesia: Challenges, Impact and Prospects for the World Community. Al-Jami’ah, 55(2), 391–426. https://doi.org/10.14421/ajis.2017.552.391-426
Ali, N. (2019). Integrative Curriculum of Religion and Science At Special Pesantren for University Students. ULUL ALBAB Jurnal Studi Islam, 20(1), 95–122. https://doi.org/10.18860/ua.v20i1.6353
Busti, I., Rusydi, & Saputra, R. (2025). The Axiological Foundations of Knowledge: A Comparison of Western and Islamic Perspectives and Their Integration in Supporting the Achievement of SDGs. Profetika: Jurnal Studi Islam, 25(02), 421–432. https://doi.org/10.23917/profetika.v25i02.8528
Humairah, A. E., Marjuni, A., Mahmud, M. N., & Sukawati, S. (2024). Memahami Dikotomi Ilmu Pengetahuan Umum dan Agama Dalam Perspektif Filsafat Pendidikan Islam. JUPENJI : Jurnal Pendidikan Jompa Indonesia, 3(3), 15–25. https://doi.org/10.57218/jupenji.vol3.iss3.1165
Ishtiaq, M. (2019). Book Review Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage. English Language Teaching, 12(5), 40. https://doi.org/10.5539/elt.v12n5p40
Khoirin, D., & Hamami, T. (2021). Pengembangan Kurikulum Pendidikan Agama Islam 2013 Integratif dalam Menghadapi Era Society 5.0. TADRIS: Jurnal Pendidikan Islam, 16(1), 83–94. https://doi.org/10.19105/tjpi.v16i1.4109
Kokkos, A. (2022). Transformation Theory as a Framework for Understanding Transformative Learning. Adult Education Critical Issues, 2(2), 20–33. https://doi.org/10.12681/haea.32541
Lubis, M. I. (2021). Implementasi Paradigma Integratif Interkonektif dalam Pembelajaran Akuntansi. Eklektik : Jurnal Pendidikan Ekonomi dan Kewirausahaan, 4(2), 96. https://doi.org/10.24014/ekl.v4i2.15599
Muna, C. (2023). Integrasi-Interkoneksi Pendidikan Pada Sekolah Berbasis Pesantren di SMK Diponegoro Yogyakarta. JSEAIS: Journal of Southeast Asian Islam & Society Volume, 2(2), 33–51. https://doi.org/https:doi.org/10.30631/jseaisv3i2.1601
Niemelä, M. A. (2022). Knowledge-Based Curriculum Integration: Potentials and Challenges for Teaching and Curriculum Design. In Helsinki Studies in Education (Nomor June). https://doi.org/10.13140/RG.2.2.16904.70405
Prihatsanti, U., Suryanto, S., & Hendriani, W. (2018). Menggunakan Studi Kasus sebagai Metode Ilmiah dalam Psikologi. Buletin Psikologi, 26(2), 126–136. https://doi.org/10.22146/buletinpsikologi.38895
Rambe, U. K. (2019). Pemikiran Amin Abdullah. Al-Hikmah: Jurnal Theosofi dan Peradaban Islam, 1(2), 146–175. https://doi.org/10.51900/alhikmah.v1i2.4850
Sufirmansyah. (2018). Reaktualisasi Kurikulum Pendidikan Agama Islam Integratif (Telaah Kritis Komparatif di Pesantren, Sekolah, dan Madrasah). Realita : Jurnal Penelitian dan Kebudayaan Islam, 16(2), 1–17. https://doi.org/10.30762/realita.v16i2.1037
Sugiyono. (2020). Metodologi Penelitian Kuantitatif, Kualitatif dan R & D (Cetakan 19). CV. Alfabeta.
Tao, S., & Yang, Y. (2025). Pop Culture in the Classroom: Associations with Student Learning Outcomes and the Underlying Psychological Mechanisms. Behavioral Sciences, 15(6), 1–17. https://doi.org/10.3390/bs15060731
Ulliyah, A. K., Aulia, E. N., Ikhsan, M. A. W., Ramadhani, R. F., Nasikhin, Junaedi, M., & Aarde, T. Van. (2024). Perbedaan Epistemologi Bayani, Irfani dan Burhani dalam Pemikiran Islam. Revorma: Jurnal Pendidikan dan Pemikiran, 4(1), 33–44. https://doi.org/10.62825/revorma.v4i1.96
Waston, & Suwartini, S. (2022). Multicultural and multidisciplinary Islamic religious education and its significance for nurturing religious moderatism. IJoReSH: Indonesian Journal of Religion, Spirituality, and Humanity, 1(1), 76–98. https://doi.org/10.18326/ijoresh.v1i1.76-98
Yazan, B. (2015). Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake. The Qualitative Report, 20(May), 134–152. https://doi.org/10.46743/2160-3715/2015.2102
Yusuf, M. (2017). Dinamika dan Sekolah Dalam Pendidikan Kontemporer di Indonesia. Al-Murabbi, 3(2), 178–191.
Zulfikar, E. (2024). M. Amin Abdullah’s Contribution to Contemporary Islamic Studies through the Philosophy of Islamic Sciences. Islamic Thought Review, 2(1), 1–11. https://doi.org/10.30983/itr.v2i1.8239