[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600871-105":59,"doc-detail-600871-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","dinamika-ilmu-vol-18-no-1-teaching-english-at-indonesian-islamic-higher-education-an-epistemological-perspective","DINAMIKA ILMU - Vol. 18 No. 1 - Teaching English at Indonesian Islamic Higher Education: An Epistemological Perspective","","English Language Teaching (ELT) practices are grounded in an epistemological view, where beliefs about knowledge sources and knowledge acquisition shape instructional decisions. In Indonesian Islamic higher education, English teaching is aimed not only at language mastery and pedagogy, but also at strengthening Islamic faith and cultivating virtuous action. The qualitative case study involved decision makers and ELT practitioners, showing ELT’s roots in Quranic revelation and proposing integration of Islamic and Western epistemology into curriculum, materials, classroom scenarios, assessment, academic climate, and research policy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dinamika-ilmu-vol-18-no-1-teaching-english-at-indonesian-islamic-higher-education-an-epistemological-perspective/600871/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-18-no-1-teaching-english-at-indonesian-islamic-higher-education-an-epistemological-perspective/600871.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the role of epistemology in English Language Teaching (ELT)?","Question",{"text":112,"@type":113},"Epistemology determines how learners acquire intended knowledge, influencing instructional goals and objectives in ELT.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"According to the study, what are the roots of ELT?",{"text":117,"@type":113},"ELT is presented as rooted in Quranic revelation and prophetic tradition.",{"name":119,"@type":110,"acceptedAnswer":120},"How should Islamic epistemology be integrated into English language instruction?",{"text":121,"@type":113},"It should be interconnected with Western epistemology rather than framed as a contestation, and integrated explicitly or implicitly into curriculum, materials, classroom scenarios, assessment, academic atmosphere, and research policy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600871,1792161587,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","DINAMIKA ILMU Vol. 18 No. 1, 2018  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://dx.doi.org/10.21093/di.v18i1.112](http://dx.doi.org/10.21093/di.v18i1.1120)[0](http://dx.doi.org/10.21093/di.v18i1.1120)  \nTeaching English at Indonesian Islamic Higher Education: An Epistemological Perspective  \nDedi Irwansyah  \nInstitut Agama Islam Negeri (IAIN) Metro, Indonesia e-mail: irwansyah.dedi23@gmail.com or [dedi.irwansyah@student.uny.ac.id](dedi.irwansyah@student.uny.ac.id)  \nAbstract  \nEnglish Language Teaching (ELT) practices are strongly underpinned by an epistemological view. Different beliefs on what constitute as sources of knowledge and methods of knowledge acquisition bring about different instructional implications. The case is true within the context of ELT at Indonesian Islamic higher education where the desired goals of the English teaching are not only for mastering language skills and pedagogy but also for strengthening Islamic faith and nurturing virtuous action. This research, therefore, aims to provide a description of how the decision makers and ELT practitioners at the Islamic higher education view the Islamic epistemology conceptually and practically. It addresses an attitude toward the epistemological contestation between Islam and West, as well as the strategies of integrating Islamic epistemology into English language instruction. A case study with a qualitative technique of data collection was conducted. Four decision makers, with a formal educational background of Islamic epistemology, and three ELT practitioners were involved as the research participants. The findings show that: First, ELT has its roots in Quranic revelation and prophetic tradition. Second, the Islamic epistemology and the Western epistemology ought to be interconnected rather than to be put within a contestation framework. Third, the Islamic epistemology should be integrated, explicitly or implicitly, into the curriculum, teaching materials, classroom scenario, assessment, academic atmosphere, and research policy. It is recommended that ELT practitioners responsibly explore the notion of Qur'an as the basis of linguistics and language pedagogy, and creatively accommodate the issues of locality and particularity into their instructional activities.  \nKeywords: Epistemology, ELT, Islamic Higher Education  \nA. Introduction  \nIt has been widely accepted that philosophy is the mother of all sciences. It discusses fundamental aspects and the nature of all sciences including English Language Teaching (ELT) . While a philosophical belief influences the instructional goals and objectives in general, it also specifically determines how the learners acquire the intended knowledge. The ‘how’ aspect of acquiring knowledge is called epistemology.  \nA rich body of researchers and studies on Islamic epistemology have been conducted by many scholars. First, Halstead (2004) notes three central points related to Islamic epistemology. First, knowledge may be based on revelation and the activity of human intellect. All branches of knowledges are aimed to make people aware of Allah and of their relationship with Allah. Second, the pursuit of knowledge should enhance students' spiritual consciousness that nurtures their faith (īmān), virtuous action (‘amalsālīh), and certainty (yaqīn). Third, teachers should possess academic expertise and character and moral integrity for parts of their teaching objectives are to expand the students’ spiritual and moral awareness. Second, Adebayo (2010) emphasizes that the Islamic education promotes the acquisition of foreign languages like English through the framework of Islamization of science. Thus, religion should be integrated into linguistics or language pedagogy. In other words, ELT should be delivered in the way it fits Islamic religious principles.  \nThird, Sa’adi (2011) analyzed the epistemological perspectives proposed by Iqbal, Fazlur Rahman, Al-Faruqi, Nasution, Madjid, Abdullah, and others within the context o","cbCailgSYdug5iaA","https://ap.wps.com/l/cbCailgSYdug5iaA","pdf",446386,13,"English","# A. Introduction\n## Philosophical foundations and epistemology in ELT\n## Islamic epistemology: key scholarly points\n## Western epistemology and comparative perspectives","[{\"question\":\"What is the role of epistemology in English Language Teaching (ELT)?\",\"answer\":\"Epistemology determines how learners acquire intended knowledge, influencing instructional goals and objectives in ELT.\"},{\"question\":\"According to the study, what are the roots of ELT?\",\"answer\":\"ELT is presented as rooted in Quranic revelation and prophetic tradition.\"},{\"question\":\"How should Islamic epistemology be integrated into English language instruction?\",\"answer\":\"It should be interconnected with Western epistemology rather than framed as a contestation, and integrated explicitly or implicitly into curriculum, materials, classroom scenarios, assessment, academic atmosphere, and research policy.\"}]","DINAMIKA ILMU - Vol. 18 No. 1 - Teaching English at Indonesian Islamic Higher Education: An Epistemological Perspective | PDF",1792091548,33]