The Tripartite Hadharah of al-Nash, al-'Ilm, and al-Falsafah in the Integration of Islam and Science in Islamic Religious Education Learning
DOI:
https://doi.org/10.51468/jpi.v8i2.1700Keywords:
Tripatri Hadharah, al-Nash, al-‘Ilm, al-Falsafah, Integrasi Islam dan Sains, Pembelajaran PAI.Abstract
This study examines the concept of Tripartite Hadharah, comprising al-Nash (the sacred text), al-'Ilm (science), and al-Falsafah (philosophy), within the context of integrating Islam and science in Islamic Religious Education (PAI) learning. This approach seeks to affirm the importance of aligning Islamic values with the development of modern science in order to shape learners who are faithful, knowledgeable, and critically minded. The study employs a qualitative method with a library research approach, drawing data from relevant classical and contemporary literature. The findings show that Tripartite Hadharah functions as an integrative paradigm that rejects the dichotomy between religious and general knowledge. Through the synergy of revelation, reason, and scientific experience, PAI learning can be developed holistically, cultivating a balance between spirituality, rationality, and morality in learners. This concept therefore offers a fresh direction for strengthening the integration of Islam and science within contemporary Islamic education, and points to the need for further field-based research to test its application in curriculum design and teacher practice.
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