Integrating Islamic and Scientific Knowledge in Islamic School Curricula: A Comparative Study of Indonesia and Singapore
This study examines how Islamic and scientific knowledge are connected within Islamic school curricula through a comparative analysis of two institutional configurations. A qualitative comparative case study combines fieldwork in one setting with documentary evidence from another. Fieldwork comprises purposively selected interviews, observations, and institutional documents, while the documentary component examines published studies and official materials. Framework-guided thematic analysis distinguishes organizational coordination, curricular and pedagogical connections, and epistemological interpretation. The findings identify organizational alignment as the clearest dimension of integration. Scientific enrichment and differentiated educational pathways connect religious purposes with academic provision through leadership, mentoring, facilities, and program coordination. However, scientific activities and institutional intentions do not, on their own, demonstrate epistemological integration, improved competencies, or sustainability. The study's originality lies in differentiating forms of integration and specifying the evidence required to substantiate each, refining the curriculum ecosystem perspective. It contributes a contextual framework for curriculum research and recommends explicit learning objectives, collaborative planning, and assessment of religious–scientific connections. Interpretation remains bounded by leadership-centered field evidence and documentary coverage, requiring further comparative classroom research and longitudinal investigation.
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