Integration of Religion and Science in Nidhal Guessoum’s Thought: An Epistemological Analysis and Its Implications for Islamic Education

Abstract: research in this thesis is motivated by the reality in the field that shows the influence of the development of Islamic education on the personality of students. The position of Islamic religious educatin as compulsoy subjects in schools is expected to contibute sufficiently in improving the morale or behavior of learners seems difficult to realize. Therefore it is necessary to hold the development of Islamic religious education as an alternative to overcome the problems that exist in Islamic religious education. For that this thesis is written with thw title of ”development of Islamic religious education in an effort to improvethe quality of student personality”. The purpose of this study is to determine the development of Islamic religious education in an effort to improve the quality of student personality, supporting factors and inhibiting the development of Islamic religious education, and how to overcome the factors hindering the development of Islamic religious education. This research uses descriptive qualitative research approach. The subjects in this research are principal, Pai teacher and student SMAN 1 Karangbinangun. While data collection technique is done by interview, observation and documentation using data analysis technique from data editing stage, categorical data and interpretation of data. This study resulted in the conclusion that, the first development of Islamic religious education in an effort to improve the quality of personality is a conscious effort to improve quality as an effort to create better quality through Islamic religious education in the personality of a person. Second, the supporting factors and obstacles to the development of Islamic religious education is the expected results, materials and time allocations, methods, students as learnes, interaction between parents, good education environment, religious teachers to support student success and inhibiting factors is learning the less effective, educational curriculum, methods that do not vary, the environment is not good, the limitations of infrastructure so that the management tend to be sober. Third, how to overcome the factors that hamper development of Islamic religious education is the approach must be effective, maximize the competence of teachers, methods, create a good environment, and provide school infrastructure to support learning to be more effective.Keyword: Development quality of Islamic religious education, the quality of the student personality.

Abstract: Abstract: This research is motivated by the reality showing the influence of the development of Islamic education on the personality of students. The position of Islamic religious education as a compulsory subject in schools expected to contribute sufficiently in improving the morale or behavior of learners seems difficult to realize. Therefore it is necessary to hold the development of Islamic religious education as an alternative to overcome the problems of Islamic religious education. The purpose of this study is to determine the development of Islamic religious education in an effort to improve the quality of student personality, supporting and inhibiting factors of the development of Islamic religious education, and to overcome the factors inhibiting the development of Islamic religious education. This is a descriptive qualitative research. The subjects in this research are principal, PAI teachers and students of SMAN 1 Karangbinangun. While data collection techniques are through interview, observation and documentation. This study concluded that firstly, the development of Islamic religious education in an effort to improve the quality of personality is a conscious effort. Second, the supporting factors of the development of Islamic religious education are the expected results, materials and time allocations, methods, students, interaction between parents, good education environment, religious teachers in supporting student success and inhibiting factors are less effective learning, educational curriculum, monotonous methods, less good environment, inadequate infrastructures. Third, to overcome the factors inhibiting the development of Islamic religious education is the approach must be effective, maximizing the competence of teachers, methods, creating a good environment, and providing school infrastructures to support effective learning process.Keywords: Quality of Islamic religious education, student personality, good environment

The development of Islamic education cannot be separated from Islam itself, including through cultural acculturation. There are various ways in the development of Islam and Islamic education in Indonesia, including through trade, marriage, education, politics, art, Sufism, all of which help and support the spread of Islamic teachings. Along with the entry of Islam, Islamic educational institutions also run and develop in order to propagate Islam in Indonesia. In this journal, the author will explain qualitatively with a descriptive method to discuss in detail and in depth the discussion of the historicity of Islamic education in Indonesia.
 The history of Indonesian Islamic education is essentially very closely related to the history of Indonesian Islam, the historical period of Islamic education is also contained in the history of Islam. Both are closely related and work together in guiding and spreading the religion and Islamic education. This journal will explain the history of Islamic education in Indonesia during the Islamic empire, the colonial period, and the independence period.
 Keywords: Historical Islamic Education, Islamic Education during the Islamic Kingdom, Colonial Period, and Independence Period

Management of Islamic Boarding Schools in the Development of Islamic Education in Jambi Province. Dissertation, Management of Islamic Education / Postgraduate Program of Sulthan Thaha Saifuddin Jambi Islamic University, 2018. The purpose of this study was to find out about Islamic boarding schools that have not been effective in the development of Islamic Education in Jambi Province due to interenal and external factors, want to know and find planning ), organizing, implementing actuating and controlling Islamic boarding schools in the development of Islamic Religious Education in Jambi Province, and wanting to know about the concept of Islamic boarding school development in Islamic Education in Jambi Province. The research approach used is a qualitative approach to the type of case study. It is hoped that the image will be raised about quality, social reality, the perception of the target researchers. Data collection techniques are carried out by means of observation, interviews, and documentation.
 The results of the study have not been effective, because of internal and external factors that exist in Islamic boarding schools in the development of Islamic Religious Education. Planning the management of Islamic boarding schools has been based on clear objectives, but not optimal, there is no maximum human and financial resources. Organizing at the Islamic Boarding School is functional, the division of labor has been achieved, the work guidelines are not optimal, and leaders of Islamic boarding schools often delegate to Deputy leaders, because the Kyai are not daily at the pesantren. The management of Islamic boarding schools has cooperated with stakeholders, has not produced graduates above national standards, the committee is not optimal, guidance is not optimal and there are rewards and funmenmen. Supervision of Islamic Boarding School management for maximal absenteeism, optimal information, active computerized system, pesantren website is less active, six-month meetings are less optimal, once a year meeting are optimal, active in motivation and active in clarification and correction.
 The concept of development is the design of developing something that already exists in order to improve the quality of more advanced. Recommendations The results of this dissertation research, researchers recommend specifically to: Leaders and Managers of the Zulhijjah Muara Bulian Islamic Boarding School in Batanghari, Syekh Maulana Qori Merangin Leaders and Pesantren, Head of the Ministry of Religion Jambi Province and Leaders of Non-Formal Education Institutions, and Community Organizations.

The development of Islamic educational institutions in Indonesia has undergone the different developments in accordance with the period of government politics. The old order era and the new order era, for example, have their own dynamics of development. This study analyzes the development of Islamic education that occurred during the Old Order and the New Order governments (1945-1998). This research uses a historical approach which is based on literature study. Library research is a method of collecting data and information; from books, magazines, documents, journals, history books, and others. The results of this study indicate that: 1) The thought of Islamic education in the period of independent Indonesia was characterized by a dualistic education model: a) the education and teaching system in secular public schools did not recognize religious teachings, which was the legacy of the Dutch colonial government. b) Islamic education and teaching system that grows and develops in the Islamic community, both isolated-traditional and synthetic with a variety of educational patterns. 2) The practice of education from the time of Indonesia's independence until 1965 can be said to be heavily influenced by the Dutch education system. This colonial education practice continues to discriminate between the children of officials and ordinary children. 3) Islamic education has strengthened its position after entering and being inclusive in the national education system which is regulated in Law No. 2 of 1989 which further regulated a series of government regulations relating to education and then continued with the enactment of Law No. 20 of 2003. Meanwhile, the development of post-New Order Islamic education is a topic that needs further research.

This study aims to analyze the concept of multilevel reasoning and its correlation with Bloom's taxonomy on the development of HOTS-oriented Islamic education. This research approach is library research using the content analysis method. The source of the data for this research is literature that comes from books and journals in the field of Islamic religious education, multilevel sense, and bloom's taxonomy. Data collection is done by tracing related references, both manually and digitally. The collected data is then displayed, reduced, and constructed into a new concept that is complete and fresh. This finding is different because there is an interdisciplinary science between the development of Islamic education and the correlation of multilevel reasoning with Bloom's taxonomy. The results of this study indicate that the hierarchical sense of stratification has a historical correlation with Bloom's taxonomy. It is identified as semiotic or the same meaning. Therefore, multilevel reasoning and Bloom's taxonomy have relevance in the development of Islamic religious education that is HOTS-oriented, especially in the learning stages. For example, the hierarchy of acquisition of reason has the same meaning as being creative.

Indonesian Islamic education is dynamic and in line with the educational progress of Islamic communities in other countries. With a history dating back 1400 years, it dates back to the 13th and 17th centuries and was a form of education. Modernization is needed in Indonesian Islamic educational institutions to improve living conditions and address social problems, offering a variety of benefits and capabilities. The aim of this research is to find out and understand the growth and development of Islamic education from pre-Islamic times to the present and to establish the relevance between the past, present and future in Islamic education. The research method uses literature study methods to understand the subject of the development of Islamic education. Data collection method through documents. This study is consistent with data collection using documents. The Ministry of Islamic Education introduces Islamic education, focusing on the development of modern individuals and Islamic knowledge. Despite challenges such as discrimination and religious diversity, the government has implemented policies to improve Islamic education. Islamic education, which is based on hadith and the Koran, has a long history in Indonesia. The Ministry of Religion established religion in 1946, solving problems related to education, and establishing national government. Globalization changes the direction and goals of Islamic education, developing critical thinking skills.

The background of this study lies in the need for an inclusive, holistic, and innovative educational approach that integrates Islamic values comprehensively. This research aims to investigate the implications of institutionalizing home schooling on the development of Islamic education curriculum in Indonesia, with a focus on El-Dina Home Schooling Centre in Purwokerto. The research methodology employed a qualitative approach, using interviews and observations with students, parents, and teachers at El-Dina. The findings reveal that El-Dina implements an approach that emphasizes the uniqueness of students' characteristics, actively involves parents in the educational process, and integrates Islamic education holistically into their curriculum. The research concludes that the institutionalization of home schooling in El-Dina provides a positive contribution to the development of Islamic education in Indonesia by creating an effective and enjoyable learning environment. The implications and novelty of this research lie in providing guidance for the development of inclusive, holistic, and innovative Islamic education in Indonesia. In conclusion, this study highlights the potential of institutionalized home schooling to bring about positive changes in the development of Islamic education by considering students' uniqueness and actively engaging parents in the educational process.

Purpose This paper aims to examine the development of Islamic accounting education and discuss the main challenges facing this specific type of accounting education in the United Arab Emirates (UAE). Design/methodology/approach The paper uses institutional theory to analyze the development of Islamic accounting education in the UAE. The collection of information in this study is based on secondary data available from published sources and websites. Findings This study identifies three types of institutional pressures. First, coercive pressures that were directed by the government, the UAE's Central Bank and other professional bodies [e.g. Accounting and Auditing Organization of Islamic Financial Institutions (AAOIFI)] involved in the Islamic banking industry have contributed to the development of Islamic accounting education in the UAE. Second, mimetic pressures exerted by other countries that have already established Islamic accounting training and programs (e.g. Indonesia, Iran, Kingdom of Saudi Arabia and Pakistan) have incentivized the UAE business schools to implement Islamic accounting training and programs to meet Emirati Islamic banking industry expectations. Third, normative pressures are exerted by Big 4 auditors who have an active position as faculty members, influencing status in AAOIFI and a dominant position in the Islamic banking industry’s audit market. The paper also discusses the main challenges facing Islamic accounting education in this country. Originality/value This paper contributes to accounting literature in general and accounting education literature in particular in the following two ways. First, this study applies an institutional analysis to Islamic accounting education in the UAE to gain more understanding about the current status of the development of Islamic accounting education in the UAE. Second, by identifying the factors that may constrain the development of Islamic accounting education in the UAE, this study provides recommendations to financial and higher education authorities to undertake proactive actions to position the UAE as a leading center in Islamic accounting education and training.

INTRODUCTION:History of Nahdlatul Ulama (NU) as a long history of movement of Muslims in Indonesia which involves the process of institutionalization of education as an important part of it. Education, for leaders and members of NU is the most strategic agency to embody the spirit of al-muhāfazah al-Qadim al-Salih wa al-akhźu bi al-Jadid al-aslah (preserve it past the good and implement new and better). Through education, the treasures, religious affinity and strengthening the people could be done continuously from generation to generation (Salim, 2003).As a socio-religious organization that handles many fields, NU has several agencies that deal with various problems. One of them is Maarif Education Board which serving in education field. In 1936 (1356 H1), NU's educational commission succeeded to arrange regulation about NU's Madrassas Structure that should be done after it had already been approved (Hasbullah, 1999).The education units of Central Tapanuli NU are still not optimally managed according to the modern organizational perspectives. For that reason in today's competitive era, NU Central Tapanuli realized that the demand to develop a more organized education quality to be a certainity.Among the problems faced by the Nahdlatul Ulama of Central Tapanuli in efforts to develop Islamic Religious Education (IRE) in formal education is still in its weak capacity of madrassa2 / school management theory and practice from most NU's Madrassa / School Principals; and still lack the ability to formulate strategic policy to achieve the standard of content, process, educators and education personnel, and evaluation in the development of IRE.The phenomenon of the problems of Islamic religious education above in accordance with what is described by (Daulay, 2004), that the implementation of religious education is very complex, involving various aspects, because of the success is also related to various aspects, such as students, teachers, curriculum, management, methods, evaluations and so forth. To enhance the effectivity of it's implementation needs any evaluations to these aspects.Research on the development of Islamic Religious Education at the Central Tapanuli NU is very necessary because although NU in Central Tapanuli Regency as an isolated area, but Central Tapanuli Nahdlatul Ulama Branch Executive (PCNU) able to achieve the development of IRE and their educational institutions most nearly equal to Nahdlatul Ulama Branch Executive Padang Sidimpuan as the biggest Nahdlatul Ulama Branch Executive in North Sumatra. Moreover, in the history of NU in North Sumatra, Sibolga-Central Tapanuli is the second NU spreading areas after the beginning from Padang Sidimpuan.RESEARCH FOCUS:This study focused on the problem: (1) How Islamic education development policy is implemented by the Central Tapanuli Nahdlatul Ulama Branch Executive? (2) What is the role of Central Tapanuli Nahdlatul Ulama branch executive in the development of Islamic religious education which includes various components such as educators, students, curriculum, interest, and the learning management? (3) What is the role of Central Tapanuli NU Maarif Education Board (LP Maarif NU) in the development of Islamic religious education within the framework of organizational behavior?, which includes: consolidation of organizational and institutional patterns of education, increase religious awareness through formal education, development of Ahlussunnah wal Jama'ah educational institutions. (4) What are the factors supporting and inhibiting the Nahdlatul Ulama and its role in the development of Islamic religious education in Central Tapanuli regency?STUDIES/LITERATURE:NU movement history is actually a history of archipelago Islamic education. The NU organization tree is very lush by educational institutions such as schools, taklim majelis, diniyah, and madrassas / schools and colleges; and supported strongly by many Nahdliyin3 roots in the community. …

This research discusses the development of Islamic higher education in Indonesia and Turkey through a comparative historical approach, focusing on the social, political and cultural dynamics that influenced it. The main issue raised is how the two countries, despite having strong Islamic education traditions, adopted different paths in developing Islamic higher education systems. The aim of this study is to explore the differences and similarities in the development of Islamic higher education in the two countries and their impact on educational identity and curriculum integration. The method used is a historical comparative study with document analysis and primary sources related to the development of Islamic higher education in Indonesia and Turkey. The results show that although both countries face similar challenges in modernization, Indonesia maintains more religious identity in Islamic education, while Turkey leads to secularization by integrating Islamic higher education within the framework of secular education. The impact of these findings suggests that Islamic higher education in Indonesia and Turkey can teach each other lessons in integrating religious values with the demands of modern science, taking into account their respective social and political contexts.

This research aims to discuss the periodization model of the history of civilization and the development phases of Islamic education. The historical periodization of Islamic civilization and Islamic education developed simultaneously because education existed because of the existence of a civilization. Islamic civilization and education began with the presence of Islam in Mecca. The Prophet established that Islamic education is based on the Koran and Hadith so that all the values of Islamic education are found in the Koran. Harun Nasution divides the history of Islamic civilization into three periods, namely the classical period, the medieval period and the modern period. The development of Islamic education goes hand in hand with the historical development of Islamic civilization. In the classical period, Islamic education was centered on the Prophet, Khulfaur Rasyidin, the Umayyad daulah and the Abbasid daulah. In the middle period, Islamic education focused on three large empires, namely the Ottoman Empire in Turkey, the Safavid empire in Persia and the Mughal empire in India. Meanwhile, in the modern period Islamic education experienced significant changes because in the medieval period Islam experienced decline. Islamic education was born with a new face to develop Islamic education in various aspects.

This research explored the intellectual legacy of the Nizhomiah Madrasah and its impact on the development of Islamic education in Indonesia, particularly in relation to its curriculum. The purpose of this study is to analyze how the curriculum implemented in the Nizhomiah Madrasah contributed to the systematization and structuring of Islamic education and its influence on contemporary Islamic education in Indonesia. This research used qualitative approach with historical and comparative methods. It examines the historical texts, curriculum structure, and educational philosophy of the Nizhomiah Madrasah and compares them with current educational practices in Indonesia. Primary and secondary sources related to the Nizhomiah Madrasah were researched to understand its intellectual contributions and its role in shaping the curriculum of Islamic education. The results showed that the Nizhomiah Madrasah played an important role in integrating religious sciences with various fields of study, creating an academic model that encouraged a holistic approach to education. The madrasah curriculum that emphasizes Islamic sciences and general knowledge has influenced the development of Islamic education in Indonesia, especially in institutions that aim to integrate religious studies with modern disciplines. However, there is still a gap in the integration of these elements in Indonesian Islamic education today, with many institutions still separating religious and secular subjects. In conclusion, the legacy of the Nizhomiah Madrasah offers valuable lessons for the reform and development of Islamic education in Indonesia. The integration of religious and secular sciences, as implemented in the Nizhomiah curriculum, can help create a more balanced, inclusive and globally competitive Islamic education system. It is recommended that educational institutions in Indonesia consider implementing a similar integrated curriculum model to equip students with the skills and knowledge needed in the modern world, while maintaining their Islamic identity..

Abstract: Islamic education in the current millennial era has experienced significant developments throughout its history, in this millennial era as well. In today's digital and information technology era, the development of Islamic education faces new challenges and an opportunity. It presents how Islamic education adapts to social trends and changes in the current millennial era. The research method used is descriptive qualitative method, with a descriptive approach. The informants of this study were 9 students of the Raden Fatah State University of Palembang, Indonesia. Data was collected through observation, literature study and interviews. Data analysis used descriptive qualitative analysis, so that in-depth conclusions were obtained from the problems studied. The results of this study are first, the form of challenges that occur in the development of Islamic education in the millennial youth era which often occur in the present are: (1) the influence of social media (2) the influence of outside culture (3) technological advances (4) moral decadence ( 5) minimal understanding of religion (6) moral challenges. Researchers found challenges that could affect the development of Islamic education in the current millennial era. Second, important factors that can influence Islamic education in the current millennial era are: (1) having a solid Islamic foundation (2) having strong moral values (3) overcoming the challenges of the times (4) forming an identity (5) build an understanding of Islam (6) develop morals. these factors strengthen to fight challenges in the development of Islamic education in the millennial era.Keywords: Islamic Education, Millennial Era

This research analyzes the philosophical contributions of Sunan Bonang in the development of Islamic education that is integrated with Javanese culture through a religious-cultural syncretism approach. The purpose of this study is to identify the foundational principles of Sunan Bonang's educational philosophy, to analyze the methods of transmitting Islamic values within the context of Javanese culture, and to evaluate the relevance of his thoughts to character formation in contemporary Islamic education. The research questions include: (1) What is Sunan Bonang's philosophical conception of harmonizing Islamic teachings with Javanese tradition? (2) What pedagogical strategies did Sunan Bonang employ to transform Islamic values through the medium of local culture? (3) To what extent is Sunan Bonang's religious-cultural syncretism relevant to character formation in the context of modern Islamic education? The methodology employed in this research utilizes a historical-philosophical approach with hermeneutical analysis of primary texts, including Suluk Wujil and Bonang, historical manuscripts from the Walisongo period, as well as observations of contemporary cultural practices that still uphold elements of Sunan Bonang's teachings. The findings of the study indicate that: (1) Sunan Bonang developed a tawhid-based educational philosophy manifested through symbols and narratives of Javanese culture; (2) His pedagogical strategies are multilayered, integrating the traditions of gamelan, tembang, and wayang as media for the transmission of Islamic values; (3) Sunan Bonang's syncretic approach demonstrates effectiveness in the contextualization of Islamic teachings without compromising theological essence; (4) The character formation model rooted in sufistic values combined with local wisdom creates a distinctive foundation for the identity of Nusantara Islam. The results of this study provide an alternative philosophical framework for the development of contemporary Islamic education that is responsive to cultural diversity and the challenges of globalization.