Abstrak
<p><em>The e</em><em>arly twentieth century Islamic education</em><em> </em><em>was not firmly looking int</em><em>o the aspect of knowled</em><em>g</em><em>e. </em><em>W</em><em>hat the Islamic </em><em>w</em><em>orld </em><em>have </em><em>see</em><em>n</em><em> for centuries is the practice of separation between faith, knowledge and intellectualism. In other words, the education system professed a dualism which was without precedence in the Islamic wor</em><em>l</em><em>d. Both </em><em>of the </em><em>education systems had their own weakness. Under the western education systems the Islamic World practice</em><em>d a type of education which more emphas</em><em>ized </em><em>the aspects of intellectualism, which is more towards mater</em><em>i</em><em>alism rather than faith. While the other whic</em><em>h is more traditional, develop</em><em>ed</em><em> the aspect of </em><em>f</em><em>aith and eternity</em><em>. </em><em>The </em><em>Islamic faith suggest it</em><em>s followers to have such belief</em><em> that if great efforts are made, they will gain bliss</em><em> and happiness in life and i</em><em>n</em><em> hereafter. These orientations and basic foundations are also being practiced in the Islamic Wor</em><em>l</em><em>d. Fulfilling the abo</em><em>v</em><em>e aspiration, K.H. Ahmad Dahlan (1923 AD) and his Muhammadiyah organization moved ahead aiming their goals at developing and innovating the education system of Indonesia in particular. </em><em>H</em><em>e integrate</em><em>d</em><em> the teaching of Islam and </em><em>its</em><em> culture, with the inclusion of the acquisition of knowledge according to the Islamic </em><em>w</em><em>ay.</em></p>