Democracy Of Islamic Education: Building A Monochotomic Epistemology In Islamic Education Siti Masyitoh 1 , Nur Sodik 2 , Iik Arifin Mansurnoor 3 , Mohamad Azmi Musyaffi 4 , Zulkifli 5 , Abudinata 6 {siti_masyitoh19@mhs.uinjkt.ac.id 1 , nur.sodik@unindra.ac.id 2 , iik.arifin@uinjkt.ac.id 3 , mohamad.azmi20@mhs.uinjkt.ac.id 4 , zulkifli@uinjkt.ac.id 5 , abudinata@uinjkt.ac.id 6 } Postgraduate School of Syarif Hidayatullah State Islamic University of Jakarta, Indonesia 123456 Abstract. Democracy in Islamic education includes values such as justice, deliberation, equality, freedom, plurality and tolerance as the basis for all Islamic education activities so that there is freedom of interaction between educators and students in the learning process in class. The current crisis in Islamic education still emphasizes the doctrinaire- normative aspects which tend to be exclusively apologetic but transcendental. The ideological paradigm and the scientific paradigm mix causing uncertainty. The dualism- dichotomous phenomenon between religious (semitic) and general (helenistic) science develops, while the creative, dynamic tradition of scientific thought as demanded by Islamic teachings is difficult to develop. This paper uses a research library research type. For data collection, the researcher used descriptive analysis method where the data which became the object of study after being analyzed then described it. This paper describes a picture of the ideal Islamic education which is reconstructed and reformed through monocotomic epistemology as a new direction of Islamic education that is more democratic and based on the spirit of Islamic teachings that integrates the realm of religious and general knowledge so that through the educational process it brings understanding and awareness of God's power. Keywords: Educational Democracy, Epistemology, Monochotomics. 1 Introduction In the course of its history, Islamic education has been able to shape civilizations that have colored the Arabian Peninsula, West Asia, and Eastern Europe. However, along with the decline of Islam, Islamic education also experienced its decline. Even within the paradigm, there is a shift from an active-progressive to a passive-defensive paradigm. As a result, Islamic education undergoes a process of 'self-isolation' and is marginalized from the environment in which it is located. The trend of Modernism which is marked by the victory of rationalistic positivistic logic has been able to color in all fields of scientific studies, both natural and social sciences. But in fact, the positivistic-rationalistic logic with the slogan 'science is value-free or neutral' means that science does not pay attention to human values and religious values. This situation has been considered endangering human life because it attacks fundamental structures. Subsequently, a new idea emerged which called itself postmodernism in the 1990s in which there were global economic and information phenomena. It has even changed the pattern of relations to replace the hierarchy as the main capital to solve all the problems of life. [1] ICIIS 2020, October 20-21, Jakarta, Indonesia Copyright © 2021 EAI DOI 10.4108/eai.20-10-2020.2305147