Implementing Amin Abdullah’s integrated-interconnected epistemology model in education

Abstract

This study aims to analyze the implementation of Amin Abdullah’s integrative-interconnective epistemology model in education at Muhammadiyah Boarding School (MBS) Yogyakarta, Indonesia. Employing a qualitative descriptive approach with a case study design, the study involved purposively selected participants consisting of the mudhir (head of the boarding school), vice director for education, school principal, vice principal for curriculum affairs, and teachers. Data were collected through in-depth interviews, participatory observations, and document analysis of curriculum documents, learning activities, institutional policies, and strategic development plans. The data were analyzed using thematic analysis through coding, categorization, theme development, and interpretation of findings. To ensure trustworthiness, source and method triangulation as well as member checking were employed. The findings reveal that MBS Yogyakarta has implemented an integrative approach through curriculum designs that combine Islamic studies and general sciences, interdisciplinary learning activities, and the development of an academic culture that promotes dialogue among diverse fields of knowledge. This implementation reflects the principles of Amin Abdullah’s integrative-interconnective epistemology, which emphasizes collaboration between Islamic sciences, natural sciences, and social-humanities disciplines in addressing contemporary challenges. However, challenges remain, including the limited availability of educators with interdisciplinary competencies and the persistence of dichotomous perspectives among some teachers. Overall, MBS Yogyakarta demonstrates a practical model of integrative Islamic epistemology that can serve as a reference for the development of contextual, inclusive, and transformative Islamic education.