Integrating Indigenous Knowledge into STEM Education: A Study through the Lens of the Islamic Legal Maxim al-‘Ādah al-Muḥakkamah

This study explores the integration of indigenous and local knowledge into science education within Muslim communities through the lens of Islamic legal maxim al-‘ādah al-muḥakkamah (“custom is authoritative”). The aim is to demonstrate how local practices—such as traditional agriculture, herbal medicine, and indigenous astronomy—can serve as valid and valuable sources for culturally responsive STEM education. Using a qualitative-descriptive approach and literature-based analysis, the study examines relevant works in Islamic jurisprudence (fiqh), education, and science, supported by examples of community practices in pesantren and other Islamic learning contexts. The findings suggest that indigenous knowledge in Muslim societies, when aligned with Islamic values and meeting the criteria of ‘urf shāliḥ (sound custom), holds epistemological and pedagogical legitimacy. The principle of al-‘ādah al-muḥakkamah serves not only as a theological basis but also as a framework to validate and integrate these practices into formal STEM curricula. The study implies that educational institutions in Muslim settings—particularly madrasahs and pesantrens—can benefit from embedding local knowledge into science education to bridge tradition and modernity. This approach fosters contextual learning, strengthens cultural identity, and promotes the ethical dimensions of scientific inquiry rooted in Islamic worldviews.