Islamic Education Philosophy and STEM Curriculum Design: Synthesizing the Thought of Al-Ghazali and Ibn Khaldun in Modern Contexts

The dichotomy between science and religion in the contemporary education system has created a significant epistemological crisis, especially in the implementation of the STEM curriculum in Islamic educational institutions. This study aims to analyze the relevance of Al-Ghazali and Ibn Khaldun's educational philosophy thinking to develop a theoretical framework for STEM curriculum design integrated with Islamic values in the context of modern education. The research methodology uses a qualitative approach with a literature study design through content analysis of the primary works of the two figures and secondary literature related to the STEM curriculum. Data analysis techniques include qualitative content analysis, comparative analysis, and interpretative synthesis with source triangulation to ensure data validity. The results showed that Al-Ghazali's epistemology that integrates ratio, intuition and revelation has a fundamental alignment with the inquiry-based learning approach in STEM, while Ibn Khaldun's educational philosophy that emphasizes empiricism and gradations of learning provides a solid methodological foundation for the development of experiential STEM curriculum. The synthesis of the two thoughts produces a conceptual framework that transforms the tauhid paradigm as an integrative basis for science learning, and reconstructs the ta'dib method in the context of problem-based learning STEM. The significance of the research lies in its contribution to the development of spiritually-grounded STEM curriculum theory and provides an alternative solution to the crisis of meaning in modern science education through the revitalization of classical Islamic intellectual treasures