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This article discusses the integration of social sciences and humanities in Islamic studies as an epistemological reconstruction effort to restore the unity between revelation, reason, and social reality. The research approach used is qualitative with a library research design through critical analysis of academic literature from various sources, including journals indexed by Scopus and Google Scholar. The results of the study indicate that the integration of social sciences and humanities broadens the orientation of Islamic studies from a normative-theological perspective to a more contextual and transformative multidisciplinary analysis. The social sciences serve as analytical instruments for socio-religious phenomena, while the humanities provide a reflective, ethical, and philosophical foundation that enriches understanding of Islamic teachings. The implementation of this paradigm is evident in the concept of "integration-interconnection" at UIN Indonesia and "Islamic revealed knowledge" at IIUM Malaysia, which have successfully developed an ethical and rational scientific tradition without abandoning the values ​​of monotheism. Despite facing epistemological and cultural challenges, scientific integration remains a crucial foundation for the development of an inclusive, humanistic, and humane civilization.  

This study aims to analyze the interpretation of hadiths concerning women’s roles in the public sphere through a hermeneutical approach, reaffirming an inclusive and contextual Islamic perspective on gender. The research arises from the dominance of literal and patriarchal readings of hadiths that tend to limit women’s participation in social and educational domains. Employing a qualitative library research method, this study examines relevant hadith texts and explores the views of contemporary Muslim hermeneutical thinkers such as Nasr Hamid Abu Zayd, Fazlur Rahman, and Amina Wadud. The findings reveal that hermeneutics provides a methodological framework capable of fostering gender-just interpretations by emphasizing the historical, social, and moral dimensions of the hadith text. The reinterpretation demonstrates that many hadiths previously understood restrictively are, in fact, contextual rather than universally normative. The study’s implications encourage a new paradigm in Islamic scholarship that is more reflective, critical, and socially responsive. The novelty of this research lies in integrating hermeneutical analysis with thematic hadith studies on women’s participation in the public domain, an area rarely explored in depth. This research thus contributes significantly to developing a more humanistic and egalitarian Islamic epistemology.

This study examines the application of the hermeneutical approach in Islamic studies from the perspective of contextual Islamic Religious Education (IRE). The problem underlying this research is the dominance of textual and normative learning patterns in Islamic education that are often disconnected from contemporary social and cultural realities. The study aims to describe the hermeneutic concepts of Fazlur Rahman’s “double movement” and Hans-Georg Gadamer’s “fusion of horizons” and to analyze their relevance in developing contextual IRE. This research employs a qualitative library research method by analyzing recent scientific literature (2021–2025) from national and international journals. The findings reveal that hermeneutics provides a methodological and philosophical foundation for transforming IRE from rote-based learning into reflective, dialogical, and contextual learning. This study concludes that hermeneutics can be used as a conceptual and practical framework to strengthen the relevance of Islamic education in addressing modern challenges. However, the study’s limitation lies in its theoretical nature, so further empirical research is recommended to test the effectiveness of hermeneutic-based pedagogical models in classroom settings.