Reconstructing distinction pattern of science education curriculum in Indonesian Islamic Universities: An integrated paradigm for science and religion

Abstract

This study aimed to evaluate the formulation of science education curriculum in Indonesian Islamic universities through an integrated paradigm of science and religion. This study used literature review method to form a knowledge metaphor. Because this integration pattern covered philosophical, methodological, material, and strategic levels, it could not be normatively measured. The integrated paradigm of science and religion should be implemented in an interdisciplinary integrated curriculum. Both science and religion should be concentrically distributed to distinction courses to well-formulate the integrated curriculum.