The Influence of the Islamic Education Curriculum on Reducing Epistemological Fragmentation and Synthesizing the Islamic Weltanschauung Amid the Dichotomy of Knowledge
DOI:
https://doi.org/10.38073/adabuna.v5i2.4706Keywords:
Integration of Knowledge, Dichotomy, Islamic WeltanschauungAbstract
This research is motivated by the tendency of scientific dichotomy in the education system which has the potential to cause epistemological fragmentation and hinder the formation of a complete scientific perspective based on Islamic values. This study aims to analyze the integrative level of the Islamic Religious Education (PAI) curriculum, epistemological fragmentation, and Islamic Weltanschauung synthesis in students, as well as examine the influence of the PAI curriculum on the reduction of epistemological fragmentation and the synthesis of Islamic Weltanschauung. This study uses a quantitative approach with a survey method of 155 students of the Islamic Religious Education Study Program, University of Education Indonesia batch 2022–2023 who were selected through proportionate stratified random sampling technique. The research instrument is in the form of a Likert scale questionnaire that has been tested for validity and reliability. The results showed that 73.5% of students assessed the integrative function of the PAI curriculum at a good level. As many as 81.9% of students showed low epistemological fragmentation, which indicates a tendency towards a more integrated understanding of science. Meanwhile, 85.8% of students have a strong synthesis of Islamic Weltanschauung. Inferentially, the integrative function of the PAI curriculum had a positive and significant effect on the reduction of epistemological fragmentation (β = 0.618; p = 0.000) and the synthesis of Islamic Weltanschauung (β = 0.563; p = 0.000). The magnitude of the influence is moderate to quite strong, which shows that the PAI curriculum plays an important role, but is not the only determinant.
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