PARADIGMA ILMU DALAM PENDIDIKAN SEJARAH PERADABAN ISLAM

Abstract

This article examines the paradigm of knowledge in Islamic Civilization History education by positioning civilization studies as an approach that goes beyond chronological-descriptive history teaching. The main problem is not a lack of historical facts, but the tendency to treat facts as the final objective of learning, thereby obscuring the relations among epistemology, historical methodology, social dynamics, knowledge production, and civilization building. This qualitative library study applies descriptive-analytical interpretation to epistemological, historical, pedagogical, and civilizational literature. The study argues for an integrative-critical paradigm: revelation and Islamic intellectual tradition provide a value horizon, while historical evidence, source criticism, rational inquiry, social sciences, humanities, and philosophical reflection serve as instruments for understanding historical reality. A civilization-studies approach shifts learning from memorizing dynasties and figures toward analyzing knowledge networks, educational institutions, economy, politics, culture, technology, and intercivilizational relations. History thereby becomes an intellectual laboratory for examining progress, stagnation, transformation, and continuity. Its educational implications include problem-based learning, source criticism, multiperspectival historiography, manuscript and digital literacy, and integration of local history with the wider history of the Muslim world.