Reframing Integration and Islamic Values in Education: Insights from Turkey Strengthening Rahmatan lil ‘Âlamîn Indonesia
DOI:
https://doi.org/10.56874/edb.v6i2.95Keywords:
knowledge integration, Islamic education, rahmatan lil ‘Alamin, TurkeyAbstract
This study explores the integration of knowledge and Islamic values in education by drawing analytical insights from Turkey’s educational experience to strengthen rahmatan lil ‘Alamin–oriented Islamic education in Indonesia. The research is motivated by the enduring dichotomy between religious and general knowledge in Indonesian Islamic education, which constrains the development of holistic, inclusive, and socially responsive learners. Employing a qualitative library-based research design with a comparative analytical approach, this study examines policy documents, curriculum frameworks, and recent scholarly literature related to Islamic education in Turkey and Indonesia. The findings indicate that Turkey’s educational model reflects a contextual and balanced integration of religious values, national identity, and contemporary educational demands. This integration emphasizes moderation, inclusivity, and adaptability to socio-cultural realities. Based on these findings, the study proposes a conceptual framework for strengthening Islamic education in Indonesia through an integrated epistemological approach, value-oriented curriculum design, and the internalization of rahmatan lil ‘Alamin principles. This framework positions compassion, moderation, and social responsibility as essential educational outcomes. The study contributes theoretically by reframing the discourse on knowledge integration in Islamic education and practically by offering analytical insights relevant to curriculum development, teacher education, and educational policy formulation in Indonesia.
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