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This is a Content Analysis study.

Reconstructing the Integrative Paradigm of Islamic Education: A Critical Analysis of Integrated Islamic Schools in Indonesia

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This analysis critiques knowledge integration in integrated islamic schools, highlighting gaps and proposing a tauhidic paradigm.

The integration model in integrated islamic schools lacks a cohesive conceptual framework grounded in islamic epistemology.
Findings show that integrated islamic schools predominantly focus on ritualistic practices without substantive educational engagement.
The study proposes the tauhidic paradigm as a theoretical model to enhance coherence in islamic educational discourse.
Introducing context-based islamic science can inform curriculum reform and improve pedagogical practices in integrated islamic schools.

Qiso et al. (2025) studied this question.

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