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The primary research problem addressed in this study is integrating Islamic education and general knowledge in the learning process at Institut Agama Islam As'adiyah Sengkang (IAI). The specific research questions are as follows: 1) What is the pattern of integration of Islamic education and general knowledge in the learning process at Institut Agama Islam As'adiyah Sengkang (IAI)? 2) What are the impacts of integrating Islamic education and general knowledge in the learning process at Institut Agama Islam As'adiyah Sengkang (IAI)? 3) What are the obstacles and solutions in integrating Islamic education and general knowledge in the learning process at Institut Agama Islam As'adiyah Sengkang (IAI)? This research adopts a qualitative field research approach, employing methodological and scholarly approaches. The data sources for this research were directly obtained from the university's rector as a policy maker, faculty members, and students participating in the learning process. The data collection methods included observations, interviews, documentation, and a review of various literature and references. Subsequently, the qualitative data processing and analysis were conducted in three stages: data condensation, data display, and conclusion drawing/verification. The research findings reveal that the efforts to integrate Islamic education and general knowledge in the learning process at Institut Agama Islam As'adiyah Sengkang (IAI) involve curriculum development, enhancing the scholarly capabilities and insights of faculty members in both religious and general subjects, the development of integrated teaching methodologies and subject matter expertise through training and discussions, and improving proficiency in foreign languages. The implementation of education integration is carried out within the classroom through the integrated presentation of course materials between religious and general subjects based on relevant themes or topics. Outside the classroom, this integration is promoted through self-development activities, religious lectures (kultum), Quranic recitation (tilawah), Quran memorization, and outreach activities (dakwah). Challenges include faculty competence, student capabilities, parental involvement, facility and funding limitations, and government support. Proposed solutions include establishing specific criteria for hiring faculty, assessing Quranic and foreign language literacy in new students, and enhancing infrastructure. The impact of the integration includes the creation of a conducive academic environment that motivates faculty and students to excel, leading to improved graduate quality and an enhanced institutional reputation. The implications of this research underscore the importance of in-depth studies for developing integrated curricula, the significance of creating integrated instructional materials, the necessity of facility support for curriculum formulation and development, and the adoption of integrated teaching methodologies.

Integration; knowledge instruction