INTEGRASI AGAMA DAN SAINS DALAM PENDIDIKAN ISLAM BERBASIS TAUHID: PERSPEKTIF BADIUZZAMAN SAID NURSI

This research aims to explore the concept of integration of religion and science
according Badiuzzaman Said Nursi and its implications for Islamic Education. This
research method uses an interpretative paradigm, qualitative approach, library
research, and content analysis. The results show that: (1) Said Nursi offers a model
of metaphysical integration by incorporating the tawhid paradigm, derived from the
Qur'an, into the realm of metaphysical presupposition as the foundation of a
scientist's beliefs. This paradigm uses the ma‘na> h}arfi >approach (the significant
meaning of everything) to interpret reality and determine its ontological status. In
the epistemological dimension, knowledge originates from the senses, reason, and
heart, processed in seven stages. The integration of religion and science occurs in
the axiological dimension, which includes goals and ethics. This model redefines
science as scientific activities or processes built on a certain paradigm adopted by
a scientist, establishing the paradigm as an integral part of science. Therefore, there
is no need to reformulate an "Islamic science" that is completely different from
modern science. Rather, the secular paradigm should be replaced with the paradigm
of tawhid, in which religion provides guidance for the application of science and
revitalizes faith. (2) Said Nursi's metaphysical integration model fundamentally
reshapes Islamic Education by embedding it in a philosophical framework centered
on tawhid. This basic principle, serves as the main characteristic that distinguishes
Islamic Education from education in general. Islamic education goes beyond the
transmission of knowledge and intellectual pursuits, but also encompasses a
spiritual journey and delivers individuals who realize their duties as abdullah and
khalifatullah. In addition, he proposed the idea of reforming Islamic education
through the establishment of an integrated university (Madrasah Al-Zahra) that
brought together medrese (religious schools), mektep (public schools), and tekke or
zawiyah (Sufi huts) and their scholarly traditions. Although this effort has not yet
been realized, the outline of Said Nursi's Islamic Education goals, curriculum, and
methods still have relevance to Islamic Education today.