Integration of Science in Islamic Education Practice at PTKIN and PTKIS

Sep 10, 2026

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This study examines how science is integrated into Islamic education practice across State Islamic Religious Colleges (PTKIN) and Private Islamic Religious Colleges (PTKIS) in Indonesia. It compares integration models and identifies structural challenges through qualitative multiple case studies at UIN Syarif Hidayatullah Jakarta (PTKIN) and UNISMA Malang (PTKIS). Findings indicate PTKIN favors a transdisciplinary, real-project approach, whereas PTKIS often uses embedded curricula due to limited resources. Budget disparities, lecturer qualifications, and uneven digital adoption constrain implementation; collaboration and technology platforms may narrow the gap.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Science integration challenges in PTKI

Locality-based integration models

Structural disparities and digital transformation

| | Review: Journal of Multidisciplinary in Social Sciences
Volume 02 No 08 August 2025
E ISSN : 3031-6375
[https://lenteranusa.id/](https://lenteranusa.id/) | | | --- | --- | --- | Integration of Science in Islamic Education Practice at PTKIN and PTKIS Papay Supriatna UniversitasPTIQ Jakarta [Email: papaysupriatna@ptiq.ac.id](Email: papaysupriatna@ptiq.ac.id) Abstract This study examines the practice of science integration in Islamic education at State Islamic Religious Colleges (PTKIN) and Private Islamic Religious Colleges (PTKIS) in Indonesia. The purpose of the study was to compare models of science integration and analyze the structural challenges faced by both institutions. The research method used a qualitative approach with multiple case studies at UINSyarif Hidayatullah Jakarta (PTKIN) and UNISMA Malang (PTKIS) . The results show that PTKIN adopts a transdisciplinary model based on real projects (for example, the integration of environmental science with Islamic values), while PTKIS tends to use an embedded curriculum due to limited resources. The disparity in budget and qualifications of PTKIN and PTKIS lecturers is a major obstacle. However, collaboration through digital platforms (such as Moodle) and blended learning training has the potential to reduce the gap. This study recommends affirmative policies, strengthening lecturer capacity, and technology consortiums to support holistic science integration, in accordance with the global trend of Islamization of Knowledge. Keywords: Knowledge Integration, Islamic Education, PTKIN, PTKIS, Sisparity, Islamization of Knowledge Introduction Islamic Higher Education Institutions (PTKI) in Indonesia face the challenge of responding to developments in modern science while maintaining their Islamic identity (Nursiman, 2022) . The dichotomy between religious and secular knowledge has been a subject of debate since the era of Islamic reform initiated by Nurcholish Madjid, where criticism of the polarization between “religious knowledge” and “secular knowledge”emerged (Azyumardi Azra, 1999) . This phenomenon not only threatens the relevance of Islamic education in the era of globalization but also risks marginalizing the role of PTKI as agents of social change. The transformation of institutions such as IAIN into UIN since the early 2000s serves as evidence of systematic efforts to bridge this dichotomy through the integration of a holistic curriculum. PTKIN and PTKIS play a dual role as guardians of Islamic scholarly traditions and drivers of social innovation. Data from the Ministry of Religion shows that PTKIN and PTKIS accommodate 1,026,189 students, reflecting public interest in integrative education (Ministry of Religion of the Republic of Indonesia, 2023) . | | Review: Journal of Multidisciplinary in Social Sciences
Volume 02 No 08 August 2025
E ISSN : 3031-6375
[https://lenteranusa.id/](https://lenteranusa.id/) | | | --- | --- | --- | Figure 1. Number of PTKIs by Status and Type Institutions such as UIN Syarif Hidayatullah Jakarta and UNISMA Malang have developed locality-based integration models, such as the Islamic Teaching Literacy curriculum and the Nusantara cultural seminar (Yuyun Wulandari, 2023) . However, the implementation of this model remains fragmented due to differences in regulations and resource capacity between PTKIN and PTKIS (Fauzi, Ahmad 2021) . Structural disparities are the main obstacle to the integration of knowledge. PTKINshave access to an average budget of Rp150–200 billion/year, while PTKISs only have Rp10– 30 billion/year, which has implications for infrastructure and lecturer qualifications (85% of lecturers at PTKINs have doctoral degrees, compared to 22% at PTKISs) . Additionally, only 27 out of 58 PTKINs have achieved Excellent accreditation by 2024, while PTKIS institutions are still grappling with quality-related stigma (PR Wire, 2021) . Digital transformations such as the establishment of UI

FAQs

What is the purpose of the study on PTKIN and PTKIS?

The study compares science integration models and analyzes structural challenges faced by PTKIN and PTKIS in Indonesia.

How do PTKIN and PTKIS differ in their science integration models?

PTKIN tends to adopt a transdisciplinary model based on real projects, while PTKIS more often uses an embedded curriculum due to limited resources.

What are the main obstacles to integrating science in PTKI?

Key obstacles include budget differences and lecturer qualification disparities, along with limited matching of digital transformation in PTKIS.

Sep 10, 2026

Uploaded by Gelato