Kontribusi Pemikiran Osman Bakar dalam Pendidikan Islam Kontemporer: Sebuah Kerangka Integrasi Ilmu Berbasis Tauhid

Abstract

This study is grounded in the persistent dichotomy between religious and secular knowledge within modern Islamic education, largely influenced by a secular epistemological framework that separates intellectual development from spiritual values. Such a division has contributed to an imbalance in the formation of learners’ holistic character. This study aims to examine Osman Bakar’s intellectual contribution in formulating an integrative framework of knowledge based on the principle of tawhid within contemporary Islamic education. Employing a qualitative approach with a library research design, this study critically analyzes Bakar’s major works in conjunction with relevant academic literature. The findings indicate that Bakar’s concept of knowledge integration—rooted in tawhid, the hierarchy of knowledge, and the notion of dual consilience—offers a comprehensive epistemological solution to the longstanding dichotomy of knowledge. Its application within Islamic educational curricula and institutional structures demonstrates significant potential in cultivating individuals who are intellectually proficient, spiritually grounded, and ethically responsible. Moreover, this integrative paradigm is highly relevant in addressing contemporary global challenges that require the alignment of scientific progress with moral and spiritual values. Therefore, this study recommends the adoption of Osman Bakar’s integrative model as a viable, holistic, and sustainable framework for the advancement of Islamic education in the modern era.