REKONSTRUKSI RELASI SEJARAH, ILMU PENGETAHUAN, DAN SOSIOLOGI DALAM PENDIDIKAN ISLAM KONTEMPORER

Eko Purnomo; Abdullah Idi; Karoma; Yulia Tri Samiha

doi:10.48094/raudhah.v11i1.1142

Authors

Eko Purnomo Universitas Islam Negeri Raden Fatah Palembang
Abdullah Idi Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Karoma Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Yulia Tri Samiha Universitas Islam Negeri Raden Fatah Palembang, Indonesia

DOI:

https://doi.org/10.48094/raudhah.v11i1.1142

Keywords:

Sejarah Pendidikan Islam, Ilmu Pengetahuan Islam, Sosiologi Pendidikan Islam, Transformasi Epistemologis, Integrasi Keilmuan

Abstract

This research stems from the need to reconstruct the relationship between the history, science, and sociology of Islamic education in the context of contemporary educational transformation. To date, these three fields have often been studied separately, thus lacking a comprehensive understanding of the epistemological and social dynamics of Islamic education. This research aims to analyze the historical interrelationships, scientific developments, and social structures that shape Islamic educational practices and their implications for educational system reform. The research employed a qualitative approach with a library study design and historical-sociological analysis. Data were obtained through a review of classical and contemporary documents and analyzed using interpretive and comparative approaches to identify patterns of development and change. The results show that Islamic education develops through the interaction between classical scientific traditions, social dynamics, and responses to modernity. The integration of historical and sociological perspectives allows mapping of epistemic transformations from a traditional transmission model to a dialogical and contextual model. This research contributes to strengthening the integrative theoretical framework of Islamic education and provides practical implications for curriculum development, educational policies, and learning strategies that are responsive to social change and scientific development.

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