The integration of knowledge at UIN Malang, Yogyakarta, and Jakarta: From dichotomy to a new paradigm

Faqih Abdul Aziz; Iffatut Tazkiyyah; Ananda Salsabiila Irham; Azzahra Sabrina Hanifa; Rohmat Robi' Rozaqiy; Iksan Kamil Sahri

doi:10.32832/tawazun.v19i2.23591

Authors

Faqih Abdul Aziz Universitas Islam Negeri Sunan Ampel Surabaya https://orcid.org/0009-0002-3163-5167
Iffatut Tazkiyyah Universitas Islam Negeri Sunan Ampel Surabaya
Ananda Salsabiila Irham Universitas Islam Negeri Sunan Ampel Surabaya
Azzahra Sabrina Hanifa Universitas Islam Negeri Raden Mas Said Surakarta
Rohmat Robi' Rozaqiy Universitas Islam Negeri Sunan Ampel Surabaya
Iksan Kamil Sahri Universitas Islam Negeri Sunan Ampel Surabaya

DOI:

https://doi.org/10.32832/tawazun.v19i2.23591

Keywords:

Integration of Knowladge, Islamic Education Paradigm, Knowledge Dichotomy, State Islamic University, Epistemological Architecture, Paradigm of State Islamic University

Abstract

Islamic intellectual discourse has long been confronted by the problem of the knowledge dichotomy. As the most significant institutional response in Indonesia, the transformation of State Islamic Institutes (IAIN) into State Islamic Universities (UIN) was initiated as a civilizational project to demolish this dividing wall. Numerous studies have examined the models of integration born from this transformation in a particular manner. However, a comparative-dialectical analysis that places these various models within a single dialogical framework is still rare. This research aims to fill this gap by dissecting the paradigms of knowledge integration developed by three pioneer UINs: UIN Malang, UIN Yogyakarta, and UIN Jakarta. Using a qualitative library research method, this study deeply examines the primary works of the paradigms’ originators and official institutional documents. The findings show the emergence of three distinctive epistemological architectures. First, the "Tree of Knowledge" paradigm of UIN Malang, which is hierarchical-processual, aims to form "Ulul Albab" scholars. Second, the "Spider's Web" paradigm of UIN Yogyakarta, which is non- hierarchical-dialogical, aspires to produce holistic scientists. Third, the knowledge integration model of UIN Jakarta, which is functional- contextual, emphasizes the application of Islamic and social sciences to answer the challenges of urban modernity. The synthesis of this analysis argues that these fundamental differences are not weaknesses but a collective strength. Through a complementary dialectic, the three together form the contours of a new paradigm of Islamic knowledge in Indonesia that is polyphonic and contextual.

Abstrak

Diskursus intelektual Islam telah lama dihadapkan pada persoalan pelik mengenai dikotomi keilmuan. Sebagai respons institusional paling signifikan di Indonesia, transformasi Institut Agama Islam Negeri (IAIN) menjadi Universitas Islam Negeri (UIN) diinisiasi sebagai proyek peradaban besar untuk meruntuhkan dinding pemisah tersebut. Berbagai studi terdahulu telah mengkaji model-model integrasi yang lahir dari transformasi ini secara parsial. Namun, analisis komparatif-dialektis yang secara komprehensif menempatkan berbagai model tersebut ke dalam satu kerangka dialogis masih sangat jarang ditemukan. Penelitian ini bertujuan untuk mengisi rumpang akademik tersebut dengan membedah paradigma integrasi keilmuan yang dikembangkan oleh tiga perguruan tinggi perintis: UIN Malang, UIN Yogyakarta, dan UIN Jakarta. Menggunakan metode penelitian kualitatif kepustakaan, studi ini mengkaji secara mendalam teks-teks primer dari para arsitek paradigma tersebut beserta dokumen resmi institusi. Temuan penelitian menunjukkan kemunculan tiga arsitektur epistemologis yang distingtif. Pertama, paradigma Pohon Ilmu UIN Malang yang bersifat hierarkis-prosesual guna membentuk cendekiawan berkarakter Ulul Albab. Kedua, paradigma Jaring Laba-laba UIN Yogyakarta yang bersifat non-hierarkis-dialogis demi melahirkan ilmuwan holistik. Ketiga, model fungsional-kontekstual UIN Jakarta yang menekankan aplikasi diskursus keilmuan Islam dan sains sosial untuk merespons tantangan modernitas urban. Sintesis analisis ini menegaskan bahwa perbedaan fundamental tersebut bukanlah kelemahan, melainkan wujud kekuatan kolektif komplementer yang membentuk paradigma pendidikan Islam polifonik dan kontekstual.

References

Abdullah, M. A. (2006). Islamic Studies di Perguruan Tinggi: Pendekatan Integratif-Interkonektif. Pustaka Pelajar.

Abdullah, M. A. (2014). Religion, Science, and Culture: An Integrated, Interconnected Approach to Islamic Studies. Al-Jamiah: Journal of Islamic Studies, 52(1), 175–200.

Abdullah, M. A. (2017). Islamic studies in higher education in Indonesia: Challenges, impact and prospects for the world community. Al-Jami’ah, 55(2), 391–426. Scopus. https://doi.org/10.14421/ajis.2017.552.391-426

Alawiyah, S. (2023). The Culture of Islamic Education in Dayah: A Holistic-Integrative Perspective. Jurnal Pendidikan Islam, 12(2), 145–162. https://doi.org/10.15575/jpi.v12i2.49267

Assegaf, Abd. R. (2020). Filsafat Pendidikan Islam: Paradigma Baru Pendidikan Hadhari di Indonesia. Rajawali Pers.

Azra, A. (2000). Pendidikan Islam: Tradisi dan Modernisasi di Tengah Tantangan Milenium III. Prenada Media.

Azra, A. (2020). Islamic education in Indonesia: History and contemporary challenges. Kencana Prenada Media Group.

Barton, G. (1995). The International Context of the Emergence of Islamic Neo Modernism in Indonesia. In Islam in the Indonesian Social Context. Centre of Southeast Asian Studies, Monash University.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. SAGE.

Fealy, G., & White, S. (Eds.). (2008). Expressing Islam: Religious Life and Politics in Indonesia. ISEAS Publishing.

Firmansyah, B. (2021). Akar Filosofis Gagasan Integrasi-Interkoneksi M. Amin Abdullah: Relevansinya bagi Studi Islam Kontemporer. Al-Jami’ah: Journal of Islamic Studies, 59(1), 45–68.

Flick, U. (2022). The SAGE handbook of qualitative data analysis (2nd ed.). SAGE Publications.

Hakim, L. (2022). Dari Ontologi ke Aksiologi: Analisis Implementasi Paradigma Pohon Ilmu pada Program Studi Psikologi Islam. Jurnal Psikologi Islam, 9(1), 17–35.

Hasan, N. (2018). The Making of Public Intellectuals: The Role of UIN Jakarta in Shaping Post-Authoritarian Indonesia. South East Asia Research, 26(4), 335–348.

Hefner, R. W. (2009). Islamic schools , social movements, and democracy in Indonesia. Making Modern Muslims, 55–105. Scopus.

Hidayat, A. (2020). Implementasi Kurikulum Berbasis Paradigma Pohon Ilmu dan Dampaknya terhadap Kompetensi Lulusan UIN Malang. Jurnal Pendidikan Islam, 9(2), 115–130.

Khasanah, U. (2021). Peran Pusat Pengembangan Bahasa dalam Membangun Fondasi Akar Keilmuan di UIN Malang. Lisanudhad: Jurnal Bahasa, Sastra, Dan Budaya Arab, 8(2), 112–129.

khozin, khozin, & umiarso, umiarso. (2019). The philosophy and methodology of islam-science integration: Unravelling the transformation of indonesian islamic higher institutions. Ulumuna, 23(1), 135–162. Scopus. https://doi.org/10.20414/ujis.v23i1.359

Lubis, A. Y., & Hamdi, A. Z. (2019). Mapping Interdisciplinary Islamic Studies: A Bibliometric Analysis of Al-Jami’ah Journal (2008-2018). Al-Jami’ah: Journal of Islamic Studies, 57(2), 279–308.

Maksum, A. (2021). Living Interdisciplinarity: A Study of the Center for Religious and Cross-cultural Studies (CRCS) UIN Sunan Kalijaga. Journal of Interreligious Studies, 32, 40–58.

Muthohar, A., Ghofur, A., Jamil, M. M., & Sulthon, M. (2023). Shifting the scientific paradigm for the transformation of higher education: Experience at State Islamic University (UIN) in Indonesia. Tuning Journal for Higher Education, 11(1), 65–102. Scopus. https://doi.org/10.18543/tjhe.2483

Muthohirin, N., Aziz, A. A., Mahfud, C., Mukhlis, F., & Hikmawati, R. (2025). ISLAMIC SCIENCES IN TRANSITION: Post-Reformation Developments in Indonesia’s State Islamic Universities. Ulumuna, 29(1), 429–460. Scopus. https://doi.org/10.20414/ujis.v29i1.849

Prasetyo, E. (2020). Beyond the Text: The Influence of Amin Abdullah’s Hermeneutics on Contemporary Islamic Thought in Yogyakarta. Kalam: Jurnal Studi Agama Dan Pemikiran Islam, 14(1), 21–40.

Raharjo, M. D. (2021). The Role of Ma’had in Character Building and Academic Culture: A Case Study of UIN Maulana Malik Ibrahim Malang. Qudus International Journal of Islamic Studies, 9(1), 87–112.

Sibawaihi, S., Suyatno, S., Suyadi, S., & Fernandes, V. (2024). Transforming Islamic higher education institutions in Indonesia from “institutes/colleges” into “universities”: Globalization or glocalization? Management in Education. Scopus. https://doi.org/10.1177/08920206241268506

Sirry, M. (2020). The Double Movement of Fazlur Rahman and the Tazkian Hermeneutics of the Ciputat School. Journal of Southeast Asian Islam and Society, 1(1), 1–25.

Sugiyono. (2019). Metode Penelitian Kualitatif. Alfabeta.

Suprayogo, I. (2006). Paradigma Pengembangan Keilmuan Islam: Perspektif UIN Malang. UIN-Malang Press.

Wahid, F. (2019). Jejak Intelektual UIN Syarif Hidayatullah: Kontribusi dalam Wacana Islam dan Negara di Indonesia. Studia Islamika, 26(3), 501–525.

Wahyudi, A. (2023). Tradisi Halaqah di Era Digital: Adaptasi Budaya Akademik Pesantren di Fakultas Humaniora UIN Malang. Teosofi: Jurnal Tasawuf Dan Pemikiran Islam, 13(1), 98–117.