Praktik Epistemik dalam Pendidikan Islam: Scoping Review Pendekatan Genealogis dan Etnografis

Abstract

Research on Islamic boarding schools and education has undergone significant development in the last two decades, but the epistemic practice of how knowledge is produced, validated, and transmitted has not received critical methodological attention. This article maps the literature using genealogical and ethnographic approaches in the epistemic practice of Islamic education, reviews the available evaluation frameworks, and shows research gaps for future research. The method used was a systematic scoping review of 678 publications (1958-2025) from Scopus and other databases, resulting in 12 thematic clusters on genealogical-ethnographic approaches in Islamic education. Four main gaps were found: 1) genealogical ethnography was not found in the study of Islamic boarding schools; 2) bayānī–burhānī–’irfānī (al-Jabiri's trilogy of classical Islamic epistemology) have not been used as a tool for empirical analysis; 3) social epistemology was hardly used in Islamic education research; 4) epistemic justice was almost absent from the analysis of Islamic education. Islamic education research needs methodological innovations: genealogical ethnography that integrates genealogical and ethnography analysis, as well as social epistemology and epistemic justice frameworks for the evaluation of epistemic practices.