'Aabidah Ummu 'Aziizah, Rahmadi Wibowo, Imam Suyuti, Mohamed Safvan Kottarath, Alda Kartika Yudha

A Comparative Study of Science Unification Models at Universitas Muhammadiyah Yogyakarta (UMY) and Universitas Ahmad Dahlan (UAD)

Introduction

A comparative study of science unification models at universitas muhammadiyah yogyakarta (umy) and universitas ahmad dahlan (uad). Compare science unification models at UMY (Islamic Worldview) & UAD (integration-interconnection). Discover how both address science dichotomy & foster modern Islamic science in Indonesia.

Abstract

This research aims to examine the comparative analysis of science unification models implemented at Universitas Muhammadiyah Yogyakarta (UMY) and Universitas Ahmad Dahlan (UAD). The findings reveal that both institutions employ distinct approaches in integrating knowledge. UMY implements an Islamic Worldview-based model as its cosmological framework, which integrates Islamic intellectual traditions from the past with modern scientific disciplines. Meanwhile, UAD develops an integration-interconnection model based on Syamsul Anwar's hierarchical normative assumption paradigm. In its integration and interconnection approach, UAD establishes an Islamic worldview cosmology that encompasses tawhid (monotheism), UAD's three ethos, Al-Islam and Kemuhammadiyahan values, and Muhammadiyah's Progressive Islamic principles. Despite their different approaches, both models contribute significantly to addressing the science dichotomy and developing modern Islamic scientific paradigms in Indonesia.

Review

The research presented in this abstract offers a timely and significant comparative analysis of science unification models within two prominent Indonesian Islamic universities, UMY and UAD. The study effectively highlights the distinct approaches taken by these institutions in addressing the persistent science-religion dichotomy and fostering integrated Islamic scientific paradigms. By focusing on the theoretical frameworks underpinning these models, the abstract immediately positions the work as valuable for scholars and policymakers interested in the operationalization of Islamic intellectual traditions within contemporary higher education. The identification of both unique methodologies and a shared overarching goal underscores the nuanced landscape of knowledge integration in this context. Specifically, the abstract details UMY's adoption of an Islamic Worldview-based model, which ambitiously seeks to merge historical Islamic intellectual heritage with modern scientific disciplines under a unified cosmological framework. In contrast, UAD is shown to employ an integration-interconnection model, grounded in Syamsul Anwar's hierarchical normative assumption paradigm. This distinction is further elaborated by UAD's integration of core Islamic principles such as tawhid, its institutional ethos, Al-Islam and Kemuhammadiyahan values, and Muhammadiyah's Progressive Islamic principles. This clear articulation of each institution's philosophical foundation is a strength, illustrating the varied yet purposeful strategies being developed to achieve knowledge integration. Ultimately, this research promises to make a substantial contribution to the discourse on Islamic higher education and the development of modern Islamic scientific thought in Indonesia and beyond. While the abstract proficiently outlines the theoretical underpinnings, a full paper would greatly benefit from delving into the practical implementation, pedagogical strategies, curriculum design, and any empirical outcomes or challenges faced by each model. Further exploration into the comparative effectiveness of these distinct approaches in achieving their stated goals would also enhance the study's impact. Nevertheless, the abstract successfully demonstrates the critical role these institutions play in forging new pathways for integrated knowledge, offering valuable insights for the global academic community.

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