Exploration of Integration and Scientific Development in Islamic Education and Pesantren: A Qualitative Study

Abstract

The fragmentation between religious and secular sciences in Islamic education has become an epistemological and structural challenge that hinders the emergence of a holistic synthesis of knowledge. This article aims to explore a transdisciplinary approach based on Islamic values as an integrative alternative capable of bridging this dichotomy. Using a descriptive qualitative method and a case study strategy, data were collected through in-depth interviews, participatory observations, and documentation in Islamic educational institutions that apply transdisciplinary practices.

The findings reveal that the transdisciplinary approach has begun to be internalized through curriculum integration, cross-disciplinary study forums, and final projects that combine religious and scientific perspectives. Islamic values such as tawhid, adab, and maqasid shariah serve as the epistemological foundation and ethical framework in the synthesis of knowledge. Thematic analysis shows that tawhid-based epistemology encourages holistic thinking, while the dynamics of knowledge integration highlight the need for paradigm reconstruction and teacher training.

Despite structural and cultural barriers, such as segmented curricula and resistance to paradigm shifts, the transdisciplinary approach holds great potential for development through institutional innovation, cross-disciplinary training, and strengthening of learning resources. This article recommends enhancing integrative curricula, fostering institutional collaboration, and empowering learners as strategic steps toward transforming Islamic education into a more relevant, meaningful, and competitive system.