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INTEGRASI ISLAM DAN SAINS DALAM PEMBELAJARAN DI SMA AL – AZHAR SYIFA BUDI SOLO
This dissertation examines the integration of Islam and science in the curriculum of SMA Al-Azhar Syifa Budi Solo. The research is motivated by the historical decline of Islamic civilization from the 13th to the 18th centuries, attributed to the closure of the ijtihad gate, resulting in a decline of scientific knowledge in Islamic education. The once integrated view of general knowledge and religious knowledge as a unified whole became dichotomized, leading to the belief that only religious knowledge was compulsory, while general knowledge was considered optional or even discouraged. The five-century decline of Islamic civilization and the subsequent backwardness of the Muslim world prompted a resurgence of reformist thought among Islamic intellectuals in the 19th century. This led to a renewed emphasis on secular sciences and the development of the concept of 'Islamizing knowledge' in the 20th century, a notion that sparked considerable debate within the Muslim community. This intellectual revival fueled a drive for reform, especially in Islamic education. Against this backdrop, this dissertation investigates three research questions: (1) How is Islam and Science integrated in learning? (2) What is the nature of this integration? (3) How is the implementation and outcome of this integration in learning observed in this school? This research employed a qualitative field research method. Utilizing the theoretical framework of science and Islamic teachings integration proposed by Ziauddin Sardar, as well as the integration theory put forth by the UIN Sunan Kalijaga Yogyakarta team and Lexy J. Moleong, and drawing on Pierre Bourdieu's concept of field, this study reveals that: firstly, the integration of Islamic studies and science was developed based on the construction of students' spiritualreligious dimensions, utilizing both the Ministry of Education and Culture and the Ministry of Religious Affairs curricula. Secondly, the integration of Islam and science in teaching and learning practices at SMA Al-Azhar Syifa Budi Solo is well-supported and adequate in terms of both teachers and learning facilities. Thirdly, this study elucidates the implementation and outcomes of the integrated Islam and science curriculum developed at SMA Al-Azhar Syifa Budi Solo, with the aspiration of establishing the school as an Islamic and science-based institution in Solo.
PASCASARJANA, UIN SUNAN KALIJAGA YOGYAKARTA
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