How Does Thomas Kuhn Explain Islamic Educational Transformation at MAN Insan Cendekia?

Agus Zaenul Fitri; Adiyono Adiyono; Erna Iftanti; Sokip Sokip; Kojin Kojin; Agus Purwo Widodo

doi:10.31869/ruhama.v9i2.8404

How Does Thomas Kuhn Explain Islamic Educational Transformation at MAN Insan Cendekia?

Agus Zaenul Fitri, Adiyono Adiyono, Erna Iftanti, Sokip Sokip, Kojin Kojin, Agus Purwo Widodo

Abstract

The transformation of Islamic education requires madrasahs to integrate academic excellence, Islamic values, a culture of research, and learning innovation without maintaining the dichotomy between religious and general studies. However, empirical research explaining the transformation of Islamic education in leading madrasahs through the lens of Thomas S. Kuhn’s paradigm shift remains limited. This study aims to analyze the paradigm shift in Islamic education at MAN Insan Cendekia Tanah Laut, South Kalimantan, using this perspective. The study employs a qualitative, naturalistic-paradigm approach, utilizing field research and an intrinsic case study design. Data were collected through in-depth interviews, participatory observation, and document analysis involving the madrasah principal, vice principal, teachers, dormitory supervisors, and students. Data analysis was based on the interactive model proposed by Miles, Huberman, and Saldaña, while the credibility of the findings was strengthened through triangulation, member checking, peer discussion, and adequate researcher involvement. The findings indicate that this transformation is realized through an integrative curriculum, research-based learning, academic and religious guidance within the boarding school system, the development of student leadership, and the utilization of educational technology. This study formulates a conceptual model of an integrative, high-quality Islamic education that connects leadership, the integration of knowledge, a culture of research, the boarding school system, and learning innovations.

Keyword: Islamic education paradigm; superior madrasah; Thomas Kuhn; boarding school; integration of science and Islam

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DOI: https://doi.org/10.31869/ruhama.v9i2.8404