Islamic Sciences in Transition: Post-Reformation Developments in Indonesia’s State Islamic Universities
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The transition of State Islamic Colleges (IAIN/STAIN) to State Islamic Universities (UIN) marks a fundamental shift in the institutional structure and epistemology of Islamic higher education in Indonesia. This article critically investigates the new form of UIN following the transformation era, which successfully integrated Islamic sciences with modern disciplines. Institutional transformation and the development of Islamic thought through an integrative, academic, and contextual paradigm have contributed to this successful transition. This reflects how UIN transformation has become more accommodative and inclusive, with deliberate efforts to integrate various fields of religious and modern sciences. This research is based on a qualitative study using document analysis, expert interviews, and focus group discussions. The article also traces the early dynamics of academic Islamic studies, the emergence of the conversion project, and examines its evolution in the current post-reform era. It argues that significant institutional dynamics and epistemological shifts have revived the academic and critical paradigm of Islamic sciences. Thus, UIN has emerged as a center for multidisciplinary Islamic intellectual currents that are responsive to humanitarian issues and global Islamic academic discourse.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it