Abstract
One of the problems in Islamic education is the existence of a disciplinary bias. A science from one perspective is seen as independent and unable to be integrated. In this case, the Islamic view sees science as complete, comprehensive, and whole. Scientific concepts that are born in the educational process require studies from various perspectives, meaning that science cannot stand alone. If an object is studied with only one disciplinary approach, then the concept is automatically considered absurd and shallow. In looking at a problem is not enough just one discipline. Therefore, this problem in Islamic education should be understood and studied with various approaches. In this study, the author tries to describe the theory of Islamic views related to multi, inter, and transdisciplinary, so that later illustrations or designs of comprehensive disciplines will emerge to implement them in the educational curriculum.
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