Transmodernity: Paradigm Reconstruction of Islamic Education

Abstract

This article aimed to show the differences and uniqueness of scientific paradigms in Islamic and Western education systems, which are usually confronted head-on in a conflict dimension. The writers tried to provide a scientific paradigm that influenced tradition and education in the Islamic and Western worlds. The concept of education that was designed must be based on the basic needs of humans who want to know something new, but still cannot be separated from Islamic basic values. This study used qualitative research with data collection techniques was a documentation. The main source of data in this research was information, both in the form of manual text and digital text. This study also used triangulation techniques, so the data collected can be guaranteed. The technique of Data analysis was content analysis. Based on the study that had been conducted, it was found that science was the result of naturalization or contextualization of science with cultural values and the socio-cultural dimension of society, so it must be understood as something unique and historical. The Islamic education paradigm must align Islamic science with Western science, but it was not a new paradigm of Islamic education but a reconstruction effort towards the quality of Islamic education paradigm. The reconstruction of Islamic education aligns the applicability between Islamic normativity and the advancement of science, as well as the demands of locality in producing Islamic scientific structures.