DIKOTOMI ILMU DALAM PENDIDIKAN ISLAM (KAJIAN HISTORIS DAN KONSEPTUAL)

Abstrak

Penelitian ini mengkaji lahirnya dikotomi ilmu dalam pendidikan Islam di Indonesia dengan latar belakang perubahan historis dalam pandangan umat Islam terhadap ilmu. Pada masa klasik, ulama menguasai berbagai disiplin ilmu tanpa memisahkan antara ilmu agama dan ilmu umum. Namun, pengaruh kolonialisme dan sistem pendidikan Barat melahirkan dualisme yang mengakar dalam kurikulum pendidikan Islam. Penelitian ini bertujuan menganalisis konsep ilmu dalam Islam, proses terbentuknya dikotomi ilmu, implikasinya terhadap pendidikan Islam di Indonesia, serta faktor yang mendukung dan menghambat keberlanjutannya. Dengan menggunakan pendekatan kualitatif melalui studi pustaka, analisis dilakukan secara historis dan konseptual. Hasil penelitian menunjukkan bahwa: (1) Islam tidak mengenal pemisahan ilmu agama dan ilmu umum; (2) dikotomi ilmu merupakan konstruksi historis, bukan doktrin Islam; (3) pemisahan ilmu berdampak signifikan pada kurikulum pendidikan Islam di Indonesia; dan (4) faktor pendukung dikotomi mencakup warisan kolonial, sekularisme, kritik terhadap modernisasi, serta pemahaman sempit tentang ilmu, sedangkan faktor penghambatnya meliputi peran ulama dan cendekiawan Muslim, integrasi ilmu di lembaga pendidikan Islam, serta meningkatnya kesadaran umat.

This study explores the emergence of the dichotomy of knowledge in Islamic education in Indonesia within the framework of historical shifts in Muslim perspectives on knowledge. During the classical period, Muslim scholars mastered various disciplines without drawing a distinction between religious and secular sciences. However, the influence of colonialism and the Western educational system introduced a dualism that became deeply embedded in the Islamic education curriculum. The aim of this research is to analyze the concept of knowledge in Islam, the historical formation of the dichotomy, its implications for Islamic education in Indonesia, and the factors that support and hinder its persistence. Employing a qualitative approach through library research, this study applies both historical and conceptual analyses. The findings indicate that: (1) Islam does not recognize a division between religious and secular sciences; (2) the knowledge dichotomy is a historical construct rather than an Islamic doctrine; (3) the separation has had a profound impact on the Islamic education curriculum in Indonesia; and (4) supporting factors include colonial legacies, secularism, critiques of modernization, and narrow understandings of knowledge, while inhibiting factors include the role of Muslim scholars and intellectuals, efforts at integration within Islamic educational institutions, and the growing awareness among Muslims.