Integration of neuroscience in Islamic Education in Indonesia : an evaluative case study from Qur'anic perspective

Abstract

The discourse on integrating neuroscience into Islamic education in Indonesia emerges from the broader agenda of integrating Islam and science within Islamic higher education in the country. This agenda seeks to overcome the long-standing dichotomy between religious and secular sciences. However, the role of the Qur’an and the methodological approaches employed in this discourse have drawn criticism. Critics argue that the Qur’an is often approached superficially, without a systematic or rigorous methodology. Despite these critiques, there has been little in-depth research examining how the Qur'an is actually engaged in this context, what interpretive methods are utilised, and why these methods are deemed inadequate from the perspective of Qur'anic studies. This study seeks to fill that gap by taking the discourse on the integration of neuroscience into Islamic education as a case study. It aims to identify the limitations of the methodological approaches to the Qur'an employed in this context and to evaluate the challenges involved in interpreting the Qur'an in light of contemporary interdisciplinary issues. This research employs a qualitative, librarybased approach combining descriptive, textual, and critical analysis. It reviews the literature on neuroscience and Islamic education, identifies the Qur’anic verses and concepts most frequently cited, analyses the interpretive strategies adopted, and critically assesses their adequacy. Inductive reasoning and content analysis are used to highlight methodological patterns and shortcomings. The findings indicate that in the interpretations of several Qur’anic verses within the discourse on integrating neuroscience into Islamic education in Indonesia, the conclusion was predetermined, namely, that neuroscience has traces in the Qur’an. This prior assumption shapes the interpreters' framework and significantly influences the overall interpretive process and outcomes. Furthermore, the method of al-tafsir al-mawdhu'i, has not been applied rigorously and systematically. Existing studies often lack in-depth synthesis and fail to address the core objective of thematic interpretation which is to formulate a Qur'anic framework for the theme under investigation, leaving this dimension largely underexplored. Although the issue studied is interdisciplinary, the interpretive methods employed do not reflect the complexities of such a context. This study, therefore, calls for a more robust methodology and a rigorous, collaborative effort by experts from different fields. Interdisciplinary engagement must be grounded in responsible Qur’anic interpretation. As this study highlights the epistemological and philosophical challenges in merging modern neuroscience with Islamic educational thought, it advocates for a more reflective philosophical dialogue through interdisciplinary collaboration.