Kontruksi Filosofis Pendidikan Transformatif Berbasis Ilmu dan Iman

Abstract

Islamic education today faces the challenges of modern education that tends to be more oriented towards academic achievement, cognitive competence, and technical skills, but ignores the spiritual and moral dimensions. Through literature research with a philosophical approach, this study examines various scientific literature to construct transformative education based on science and faith. This construction aims to build a balance between scientific thinking skills, spiritual awareness, and real charity in individual and social life. Transformative education based on science and faith integrates three interrelated dimensions, namely epistemological, axiological, and praxis. The epistemological dimension ensures actions based on knowledge and reasoning that can be accounted for. Transformation occurs when students no longer view science and religion as two separate entities, but can distinguish empirical, philosophical, and normative questions; understand the strengths and limitations of each method; test theoretical assumptions; and connect findings with a comprehensive worldview. The axiological dimension emphasizes that science in Islam is not value-free, but must be directed to the benefit and closeness of humans to God. Meanwhile, the praxis dimension ensures that knowledge and values are embodied in decisions, habits, and social participation. The substantive success of transformative education based on science and faith is reflected in the formation of students who are able to think critically without losing their spiritual orientation, have faith with openness to evidence and dialogue, master knowledge without neglecting ethical conduct (adab), and practice knowledge to bring the common good (maslahah).