在伊斯兰大学落实科学与伊斯兰价值观相结合的理念

Agus Budiyono, Abd Haris, Linda Tri Antika, A. Wildani
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摘要

在宗教部管辖的伊斯兰宗教大学中融入科学原则是一种普遍做法。然而,这一概念在教育部和宗教部下属的提供课程的各所大学中的应用仍有待探索。本研究描绘了马杜拉一所伊斯兰大学整合科学知识的框架,重点关注将科学见解与伊斯兰价值观相结合的教育的实施和评估。通过对政策文件和教师教学资源的观察,以及对来自物理、生物和数学系的 15 名教育工作者的半结构式访谈,本研究揭示了一个独特的五支柱知识整合概念。这些支柱包括伊斯兰教、印度尼西亚、伊斯兰寄宿学校、马都拉和阿斯瓦扬的观点。马都拉伊斯兰大学支持这种整合的正式文件包含在其章程和校长的课程改进指南中。从教师的教学大纲和教材中可以看到实施的证据,尽管只有 53.3%的教师成功地将科学内容与《古兰经》经文联系起来。已确定的主要挑战是需要大量时间来编写有效融入伊斯兰价值观的教材。提出的解决方案包括为整合五大知识支柱制定综合指南,并对所有教职员工进行广泛培训,以促进这一整合过程。
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Implementing the Concept of Integration of Science and Islamic Values at Islamic University
The integration of scientific principles within Islamic religious universities governed by the Ministry of Religion is a widespread practice. However, the application of this concept across universities offering programs under the auspices of both the Ministry of Education and the Ministry of Religion remains unexplored. This study delineates the framework for integrating scientific knowledge at an Islamic University in Madura, focusing on the execution and assessment of education that amalgamates scientific insights and Islamic values. Employing observational techniques on policy documents and teaching resources of instructors, alongside semi-structured interviews with fifteen educators from the physics, biology, and mathematics departments, this investigation reveals a unique five-pillar knowledge integration concept. These pillars encompass Islam, Indonesia, Islamic Boarding School, Madura, and Aswajaan perspectives. The formal documentation supporting this integration at Madura Islamic University is encapsulated within its Statutes and chancellor's guidelines for curriculum enhancement. Evidence of implementation is observed in instructors' Syllabi and teaching materials, albeit only 53.3% have successfully linked scientific content with Qur'anic verses. The primary challenge identified is the considerable time required to develop materials that effectively integrate Islamic values. Solutions proposed include the creation of a comprehensive guide for integrating the five knowledge pillars and extensive training for all faculty members to facilitate this integration process.
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