Integration of Science in The Practice of Islamic Education in PTKI

Abstract

The integration of knowledge in the practice of Islamic education in PTKIN and PTKIS has become an increasingly relevant issue in the contemporary era. This study aims to analyze the implementation of knowledge integration in the curriculum and practices of higher Islamic education, with a focus on the challenges and opportunities in these institutions. In this context, although efforts to integrate religious and general knowledge have begun, significant obstacles remain, such as epistemological resistance and institutional capacity limitations. Based on a literature review and recent phenomena, this article highlights the importance of curriculum reform and strengthening the capacity of human resources in PTKIN and PTKIS to create an education system that harmonizes intellectual and spiritual aspects. The study also identifies that knowledge integration can make a significant contribution to the development of more holistic and character-building Islamic education, but requires strong institutional commitment to realize it. In conclusion, although significant challenges still exist, knowledge integration in Islamic education at PTKIN and PTKIS is an essential step in addressing global challenges and creating generations that are knowledgeable, ethical, and adaptable to changes in the era.