Islamic Epistemology and Digital Scientific Literacy in Primary Education: A Conceptual Study
TL;DR
The findings reveal that digital learning remains predominantly technical and instrumental, limiting the development of scientific verification skills, critical reflection, and students’ ethical responsibility, and the formulation of an integrative educational framework based on Islamic epistemology is formed.
Abstract
The development of digital technology has transformed learning patterns in primary education, yet it has not been fully accompanied by the strengthening of students’ scientific literacy, critical thinking, and digital ethics. This study aims to examine the relationship between Islamic epistemology and digital scientific literacy and to formulate an integrative educational framework for primary education. The research employed a qualitative conceptual approach through library research by analyzing literature related to Islamic epistemo-logy, digital competence, and scientific literacy. Data were collected through documentation and analyzed using content analysis and conceptual analysis techniques. The findings reveal that digital learning remains predominantly technical and instrumental, limiting the development of scientific verification skills, critical reflection, and students’ ethical responsibility. The study further demonstrates that Islamic epistemology, which integrates revelation, reason, ethics, and empirical experience, can serve as a holistic philosophical foun-dation for strengthening digital scientific literacy. The novelty of this research lies in the formulation of an integrative educational framework based on Islamic epistemology that connects digital competence, scientific literacy, critical thinking, digital ethics, and character formation in primary education. This study contributes to the development of Islamic Education, Educational Technology, and Science Education through an interdisciplinary perspective on holistic and value-oriented digital learning.