Challenging the Epistemic Divide: Islamization of Reason in the Twin Towers Model of Islamic Education
DOI:
https://doi.org/10.59373/cfz2sr39Keywords:
Pendidikan IntegratifAbstract
This research is motivated by the problem of dichotomy between religious knowledge and science in Islamic education, which leads to epistemological fragmentation and weak integration between religious values and scientific development. The purpose of this study is to analyze in depth the conceptualization of integrative education through the Integrated Twin Towers model, particularly focusing on the mechanism of Islamization of reason within the latest curriculum of UIN Sunan Ampel Surabaya. This study employs a qualitative approach using library research and document analysis methods, with the primary source being the 2025 Twin Towers Scientific Integration textbook, supported by relevant literature from the last five years. Data were analyzed using content analysis and a hermeneutic approach. The findings indicate a paradigm shift in knowledge integration from the Islamization of knowledge to the Islamization of reason, emphasizing the reconstruction of academic thinking rather than merely integrating disciplinary structures. The operationalization of the Islamization of reason is carried out through the double movement hermeneutic approach, which dialectically connects revelation texts with empirical reality. Furthermore, integration is strengthened through experiential learning, encouraging students to reflect on social realities critically. These findings suggest that the Twin Towers model offers a more operational and realistic approach to bridging religious and scientific reasoning. The implications of this study highlight the importance of reorienting Islamic education toward an epistemological integration that is dialogical, reflective, and contextual, to produce graduates who balance scientific competence with Islamic values.
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