Pemikiran Ibnu Tufail dan Ibnu Rusyd tentang Akal dan Wahyu

Developing a paradigm of knowledge harmonization in Islamic higher education requires an account of the relationships among sources of knowledge, rigor in reasoning, and ethical responsibility. This study examines the relationship between reason and revelation in the thought of Ibn Tufayl and Ibn Rushd and its relevance to the knowledge harmonization paradigm of Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan. It employs a qualitative library research approach with comparative philosophical analysis. Primary sources include Ḥayy ibn Yaqẓān, Faṣl al-Maqāl, M. Amin Abdullah’s work on integration-interconnection, and the university’s 2025 education guidelines, supported by relevant secondary literature. The analysis reconstructs and compares the two thinkers’ perspectives, then examines their relevance through semipermeable disciplinary boundaries, intersubjective testability, and creative imagination. The findings indicate that Ibn Tufayl portrays knowledge development through sensory experience, reasoning, and spiritual inquiry subsequently brought into dialogue with religious teachings, while Ibn Rushd emphasizes demonstrative reasoning and the conditions of interpretation in explaining the compatibility of reason and revelation. Their relevance to knowledge harmonization lies in openness to sources of knowledge, careful examination of data and arguments, rigor in interpreting religious texts, and ethical responsibility in applying knowledge. However, differences in historical context and views on the capacities of knowledge recipients limit direct equivalence between their ideas and contemporary academic dialogue. This study offers a conceptual synthesis to enrich the knowledge harmonization paradigm, while its application and effectiveness require empirical investigation.