The Concept of Integrative Education at UIN (State Islamic University) from the Perspective of the History of Islamic Civilization during the Era of Harun al-Rashid
DOI:
https://doi.org/10.61166/iffah.v2i3.57Keywords:
Integrative Education, UIN, Harun al-Rashid, Islamic Civilization, Integration of Religion and Science, Bayt al-HikmahAbstract
The reform of the Islamic Higher Education in Indonesia, especially State Islamic Universities (UIN), is to have an integration discourse between the religious education science and the empirical data-that is modern education science. At the level of academic practice, however, there is still an execution gap between the atomistic and the sectoral instructional processes and atomistic and sectoral research outputs of students. This study attempts to analyse and reconstruction the concept of UIN's integrative education by using a historical perspective of Islamic civilization and scientific governance in the reign of Caliph Harun al-Rashid (786-809 CE). The method of this study is a type of qualitative descriptive method with a historiographical-comparative approach and content analysis with the library research. The results show that the educational paradigm in UIN is not just the adaptation of modern western thinking, but is a revival of the Golden Age of Islamic civilization in the form of a Spider Web model in UIN Yogyakarta, a Tree of Science model in UIN Malang, an Integrated Twin Towers model in UIN Surabaya, and a model of Unity of Sciences in UIN Semarang. The establishment of Bayt al-Ḥikmah is among the best examples of scientific governance practised during the reign of Harun al-Rashid, which followed a harmonious development of handed down knowledge and learned acquired knowledge without dichotomous distinction based on Tawhid. The practical implications of this research are firstly the need for the revision of the UIN curriculum to be able to have a semipermeable border between the disciplines, secondly the need to apply the triple Hadrah (Hadrah al-Nass, Hadharah al-Ilm, and Hadharah al-Falsafah), and thirdly the need to integrate five content dimensions (historical, theoretical, practical, case-based, and ethical-Islamic) to produce graduates with the character of Ulul Albab
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