@mastersthesis{digilib70211,
           month = {October},
           title = {PARADIGMA KEILMUAN INTEGRATIF DI PERGURUAN TINGGI: PERSPEKTIF M. AMIN ABDULLAH DAN IMAM SUPRAYOGO SERTA IMPLIKASINYA TERHADAP KURIKULUM MERDEKA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 22204012054 Ahmad Asron Mundofi},
            year = {2024},
            note = {Dr. H. Muh. Sembodo Ardi Widodo, M.Ag.},
        keywords = {Paradigm, Integrative Knowledge, and Merdeka Curriculum.},
             url = {https://digilib.uin-suka.ac.id/id/eprint/70211/},
        abstract = {This research aims to examine and analyze the integrative scientific paradigm in higher education, focusing on the perspectives of M. Amin Abdullah and Imam Suprayogo, as well as its implications for the Independent Curriculum. The integrative scientific paradigm emphasizes the importance of integrating various disciplines to create a holistic understanding that is relevant to contemporary societal needs. M. Amin Abdullah highlights the integrative approach in the context of Islamic knowledge, while Imam Suprayogo focuses on the integrative application in higher education in Indonesia. This study explores how these viewpoints can be implemented in the Independent Curriculum, which aims to provide greater freedom for higher education institutions to design curricula that respond to the demands of the times and the needs of students. Given that the implementation of the Merdeka Belajar-Kampus Merdeka policy is a strategic function in addressing the opportunities, challenges, and demands faced by higher education institutions, including Islamic Higher Education Institutions (PTKI), these institutions are encouraged to develop autonomous, innovative, productive, adaptive, and relevant learning in line with social dynamics and industrial advancements.
This study employs a philosophical approach with a type of research classified as library research. This means that the research is conducted using a literature review. The sources for this study consist of two types: primary and secondary sources. Primary sources include all works or thoughts of the two figures related to the integrative concept. Meanwhile, secondary sources consist of books, articles, or journals relevant to the chosen theme. This research utilizes data collection techniques through document review or documentation study to gather the necessary data. The collected data will be analyzed to derive the findings of the study, employing content analysis, philosophical analysis, and comparative analysis techniques. Thus, a conclusion will be drawn after analyzing the data that has been gathered.
The results of this study show that the integrative scientific paradigm proposed by M. Amin Abdullah and Imam Suprayogo provides a strong framework for designing the Merdeka Curriculum in higher education. This paradigm supports the integration of various disciplines and local relevance in education, thereby strengthening the implementation of the Merdeka Curriculum. Both figures emphasize the importance of an interdisciplinary approach, character development, holistic education, lifelong learning, and the integration of theory and practice, aligning with the goals and methods advocated in the Merdeka Curriculum. M. Amin Abdullah highlights the significance of interdisciplinary approaches in education, which integrate various disciplines to provide comprehensive understanding for students. Imam Suprayogo emphasizes the importance of character development and ethical values in education. The Merdeka Curriculum, focusing on the Pancasila Student Profile, stresses the development of character traits such as integrity, cooperation, independence, and nationalism. In the context of the Merdeka Curriculum, this interdisciplinary approach is manifested through project-based and thematic learning, allowing students to learn through real experiences involving various disciplines while providing flexibility and freedom to explore, thus shaping their character and critical thinking abilities. Therefore, the integrative scientific paradigm has significant implications for the Merdeka Learning Campus Merdeka policy. This paradigm offers solutions for developing Islamic higher education that is more responsive to modern, holistic, relevant, and solution-oriented education, equipping students with the skills and values necessary to face future challenges. By adopting this approach, Islamic higher education institutions can create a dynamic learning environment that prepares graduates to tackle global challenges and significantly contribute to society.
Keywords: Paradigm, Integrative Knowledge, and Merdeka Curriculum.}
}