ISLAMIC EDUCATION REFORM HISTORY PATTEND AND CHALLENGES OF DUALISM

Abstrak

This article examines the trajectory of Islamic education reform as a critical response to the challenges posed by modernity, Western colonialism, and internal intellectual stagnation within the Muslim world. Tracing the historical roots of reform movements from the post-Baghdad era to the contemporary period, the study identifies diverse patterns of educational renewal, including traditionalist, modernist, synthetic-integrative, and transformative-critical approaches. The central problematic addressed is the persistent dualism or dichotomy between religious and secular sciences, a legacy of colonial education systems that has fragmented Muslim intellectual identity and hindered civilizational progress. Through a qualitative historical-analytical review of key reformist figures, institutions, and epistemological frameworks, the article argues that meaningful reform requires more than curricular adjustment; it demands an epistemological reconstruction grounded in the integration and interconnection of knowledge (tawḥīd). Strategic solutions such as the Islamization of knowledge, the integrative-interconnective paradigm, and institutional restructuring are discussed as viable pathways to overcome dualism. The findings affirm that Islamic education reform is an ongoing, multifaceted project aimed at producing a generation that embodies both intellectual piety and spiritual intelligence, capable of contributing to global civilization without sacrificing Islamic identity. Ultimately, the article posits that the future of Islamic education lies in a holistic vision where religious and general sciences are unified, enabling the Ummah to reclaim its role as a dynamic agent of knowledge and moral guidance.