Integrating Science and Islamic Religious Education in Pesantren: A Literature Review on Character Development and Academic Culture
DOI:
https://doi.org/10.35719/adabiyah.v7i4.1480Keywords:
Science and religion integration, Islamic religious education, character development, academic culture, epistemic integration, narrative literature reviewAbstract
Purpose of the study: This study examines how science and Islamic religious education are conceptually connected and how these connections may support character development and academic culture. It distinguishes substantive integration from the coexistence of subjects within a curriculum. Method: A narrative literature review was conducted through critical reading, thematic categorization, comparative analysis, and interpretive synthesis. The search focused on contemporary publications from 2020 to 2026, supplemented by earlier conceptual and methodological references. Empirical findings were distinguished from theoretical arguments, and evidence from different educational settings was interpreted cautiously. Main findings: The synthesis identifies three complementary analytical dimensions: curricular integration, involving connections among objectives, content, activities, and assessment; epistemic integration, connecting scientific inquiry with Islamic ethical commitments while preserving disciplinary standards of justification; and cultural integration, involving shared practices of reasoned discussion, accurate reporting, and openness to correction. These dimensions suggest potential relationships with intellectual honesty, responsibility, and collaborative learning. However, the evidence does not establish independent causal effects or automatic transfer from memorization and religious discussion to scientific competence. Teacher preparation, guidance, resources, and curricular workload emerge as important considerations. Novelty/Originality of this study: The study brings curricular, epistemic, and cultural perspectives together within a framework that distinguishes intended connections, potential mechanisms, and demonstrated outcomes. It challenges assumptions that administrative coordination or religious references alone constitute substantive integration. Contributions of this study: The framework informs curriculum planning, collaborative teacher development, and assessment that differentiates scientific understanding from ethical reflection. It also identifies priorities for comparative and longitudinal research using diverse samples and validated measures. The conclusions remain limited by heterogeneous sources, indirect evidence, and the absence of field verification.
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