THE JABALUL HIKMAH MODEL OF INTERDISCIPLINARY INTEGRATION

JKPI: Jurnal Konseling Pendidikan Islam P–ISSN: 2655-9692 E-ISSN: 2746-5977 Vol.7, No. 2, Mei 2026 THE JABALUL HIKMAH MODEL OF INTERDISCIPLINARY INTEGRATION *1 Moh. Roqib, 2 Khafifatul Fian, 3Atabik, 4Nurfuadi *1,2,3,4 UIN Prof. K. H. Saifuddin Zuhri Purwokerto *1 Email: , , 3 , Abstract This study analyzes the Jabalul Hikmah scientific integration model developed at UIN Prof. K. H. Saifuddin Zuhri Purwokerto as an effort to address the challenges of globalization and the Industrial Revolution 4.0. Using a qualitative approach and supported by questionnaire data from lecturers and students, this research examines the meaning, implementation, and implications of the integration model. The findings indicate that scientific integration is understood as an effort to unify various branches of knowledge in order to create a holistic understanding that connects spiritual, intellectual, and social aspects. Most respondents were familiar with the concept of Jabalul Hikmah, although their level of understanding varied. The implementation of integration is carried out through curriculum design, research, and community service, emphasizing interdisciplinary synergy. Metaphorically, the Jabalul Hikmah paradigm is symbolized by a mountain, representing wisdom, resilience, and the process of ascending toward perfection. This model emphasizes the integration of intellectuality, professionalism, and morality, so that graduates are expected to become insan kamil (the ideal human being). Thus, Jabalul Hikmah serves as a relevant and applicable integrative paradigm with the potential to strengthen the quality of Islamic higher education in facing complex global challenges. Keywords: Scientific Integration, Jabalul Hikmah, UIN Saizu Purwokerto, Islamic Education Paradigm Abstrak Penelitian ini menganalisis model integrasi keilmuan Jabalul Hikmah yang dikembangkan di UIN Prof. K. H. Saifuddin Zuhri Purwokerto sebagai upaya menjawab tantangan era globalisasi dan revolusi industri 4.0. Dengan pendekatan kualitatif dan didukung data kuesioner dari dosen serta mahasiswa, penelitian ini menganalisis pemaknaan, penerapan, dan implikasi model integrasi ilmu. Hasil penelitian menunjukkan bahwa integrasi keilmuan dipahami sebagai upaya penyatuan cabangcabang ilmu untuk menciptakan pemahaman holistik yang menghubungkan aspek spiritual, intelektual, dan sosial. Responden umumnya telah mengenal konsep Jabalul Hikmah, meski tingkat pemahamannya bervariasi. Implementasi integrasi dilakukan melalui kurikulum, penelitian, dan pengabdian masyarakat yang menekankan sinergi lintas disiplin. Secara metaforis, paradigma Jabalul Hikmah dilambangkan dengan gunung sebagai simbol kebijaksanaan, keteguhan, dan proses pendakian menuju kesempurnaan. Model ini menekankan keterpaduan antara intelektualitas, profesionalitas, dan moralitas sehingga lulusan diharapkan mampu menjadi insan kamil. Dengan demikian, Jabalul Hikmah merupakan paradigma integratif yang relevan, 953 Creative Commons Attribution 4.0 International License aplikatif, serta berpotensi memperkuat mutu pendidikan tinggi Islam dalam menghadapi tantangan global yang kompleks. Kata kunci: Integrasi Keilmuan, Jabalul Hikmah, UIN Saizu Purwokerto, Paradigma Pendidikan Islam INTRODUCTION Advances in science and technology in the era of globalization and the Fourth Industrial Revolution have brought about significant changes in various aspects of human life. Advances in information technology, artificial intelligence, big data, the Internet of Things, and various digital innovations have transformed social, economic, cultural, and educational interactions. These changes demand that higher education institutions produce graduates who not only possess strong academic competencies but also demonstrate adaptability, critical thinking, creativity, collaboration, and the ability to solve complex and multidimensional problems (Schwab, 2016). In this context, universities are required to undergo a paradigm shift in education to effectively address the increasingly dynamic challenges of the times. One of the primary challenges currently facing the world of higher education is the fragmentation of knowledge. Since the rise of modernism and the specialization of academic disciplines, various fields of study have developed in isolation and tend to erect rigid boundaries between one discipline and another. This situation has led to rapid advancements within each discipline, but it has also created the problem of a breakdown in interdisciplinary dialogue. Consequently, many complex real-world issues cannot be resolved by relying solely on a single scientific perspective (Morin, 2008). In the world of higher education, the phenomenon of the scientific dichotomy remains a serious issue, particularly at Islamic religious universities. For years, a perspective has prevailed that strictly separates religious studies from general sciences. Religious studies are viewed as oriented toward normative-transcendental aspects, while general sciences are positioned as empirical and rational disciplines. This dichotomy not only affects the curriculum structure but also shapes the mindset of students and faculty in understanding the realities of life (Abdullah, 2014). Consequently, university graduates often possess strong theoretical mastery of their disciplines but struggle to integrate their knowledge to address real-world issues emerging in society. This issue impacts the quality of university graduates. Many graduates possess high academic proficiency in specific fields but struggle when applying their knowledge across disciplines in real-world contexts. Yet, global challenges such as climate change, poverty, radicalism, digital transformation, public health, and sustainable development require an integrative and multidisciplinary approach. Therefore, a new paradigm is needed in the development of knowledge that can harmoniously and productively connect various disciplines (Gibbons et al., 1994). In the context of Islamic education, efforts to integrate knowledge have become a key priority continuously developed by various State Islamic Religious Universities (PTKIN) 954 in Indonesia. The integration of knowledge is a paradigm that seeks to eliminate the dichotomy between religious and secular knowledge by positioning all branches of knowledge as part of humanity’s effort to understand the signs of Allah’s greatness found in revelation and the universe (Al-Attas, 1995). Through the integration paradigm, knowledge is understood as a unified whole that complements one another, thereby enabling a more comprehensive understanding of the realities of life. The concept of knowledge integration has garnered increasing attention following the transformation of State Islamic Institutes (IAIN) into State Islamic Universities (UIN) across various regions in Indonesia. This institutional transformation aims not only to expand the scope of academic programs but also to establish a new sc (...truncated)