Traditional Qur’anic memorisation (tahfiz) education faces challenges in preparing students for contemporary demands. This qualitative case study examines an innovative multidisciplinary curriculum model at Pondok Pesantren Al-Munawwir Komplek Q, Indonesia, which integrates religious studies with scientific and socio-humanistic subjects. Through interviews, observations, and document analysis with 22 participants, this research explores how Islamic epistemological foundations – textual (bayānī), rational-empirical (burhānī), and spiritual-intuitive (irfani) knowledge – inform integrated curriculum design. Three key findings emerge: (1) thematic project-based learning effectively bridges Qur’anic content with contemporary disciplines, (2) reflective co-curricular activities strengthen spiritual-intellectual synthesis, and (3) multidimensional assessments capture holistic student development. Students demonstrated enhanced critical thinking, ethical reasoning, and adaptability while maintaining strong Qur’anic memorisation. This study uniquely synthesises Islamic and Western educational epistemologies, offering a replicable framework for pesantren curriculum innovation. The findings inform policy-makers and educators seeking to preserve spiritual authenticity while addressing twenty-first-century educational demands in Islamic education contexts.
Mahfudloh et al. (Sun,) studied this question.