ISLAMIC EDUCATIONAL EPISTEMOLOGY IN THE ERA OF KNOWLEDGE SOCIETY: A CONTEMPORARY RECONSTRUCTION

Abstract

The emergence of the knowledge society has transformed the production, dissemination, and application of knowledge, presenting new challenges for Islamic education. Conventional epistemological approaches often remain fragmented, creating a gap between revealed knowledge, scientific inquiry, and technological advancement. This study aims to reconstruct the epistemological foundation of Islamic education to address the demands of contemporary learning while preserving Islamic values. Employing a qualitative library research design, the study critically analyzes classical Islamic educational thought alongside contemporary educational theories and recent scholarly discourse on knowledge society. The findings indicate that a reconstructed epistemology should integrate revelation (wahy), reason ('aql), empirical inquiry, and ethical responsibility within a holistic educational framework. Such an approach promotes interdisciplinary learning, critical thinking, digital literacy, and moral integrity without compromising the spiritual objectives of Islamic education. The proposed framework offers a contemporary paradigm that strengthens the relevance, adaptability, and sustainability of Islamic education in preparing learners to become knowledgeable, ethical, and socially responsible contributors in the knowledge society.