Abstract
The discourse on integrative education in Islamic higher education has emerged as a response to the fragmentation of knowledge between religious sciences and general sciences. This study aims to analyze and compare the integrative educational thought of M. Amin Abdullah and Osman Bakar, particularly regarding their epistemological foundations, the relationship between revelation and reason, models of knowledge integration, and their implications for Islamic education in Indonesia and Malaysia. The study employs a qualitative approach using a comparative study of thought based on library research. The data were analyzed through qualitative content analysis and comparative analysis using categories including the sources and nature of knowledge, the relationship between revelation and reason, knowledge integration, educational objectives, and epistemological implications. The findings show that both thinkers share a critique of the fragmentation of knowledge, but they adopt different starting points. Amin Abdullah develops an integration-interconnection paradigm that emphasizes dialogical interconnectedness among disciplines and modes of reasoning, whereas Osman Bakar develops a tawḥīdic epistemology that takes the unity of reality as the foundation for the unity of knowledge. The findings further demonstrate that integrative education comprises two complementary dimensions: horizontal integration through interdisciplinary connectivity and vertical integration through coherence among knowledge, reality, values, and transcendent purposes.