Integration of Islamic Knowledge and Educational Philosophy in Modern Learning Contexts

Abstract

Education in the modern era faces the challenge of harmonizing tradition and innovation, particularly within Islamic educational contexts. This study examines the integration of Islamic knowledge and educational philosophy in modern learning environments, highlighting its impact on student achievement, character formation, and curriculum effectiveness. Employing a mixed-methods approach, the research combined quantitative surveys of 250 students with qualitative interviews involving 20 teachers and 30 students from Islamic-based institutions. Quantitative data focused on academic performance, critical thinking, ethical awareness, and motivation, while qualitative insights explored perceptions and experiences of the integrated curriculum. The findings reveal that over 85% of students perceive Islamic knowledge as highly relevant or relevant to their modern education, underscoring its potential as a guiding framework for ethical and intellectual growth. Teacher perspectives also affirm the feasibility of integration, with nearly 90% supporting alignment between Islamic values and modern educational philosophy. Comparative results demonstrate that students under integrated approaches outperformed their peers in academic achievement (+7.8%), critical thinking (+10.7%), and ethical awareness (88.1% vs. 70.3%). Curriculum analysis showed ethical reasoning and problem-solving as the most impactful components, though challenges such as limited teacher training and resources remain.