Abstract
This study aims to analyze the role of epistemic imagination and the integration of Islamic values in the exploration of mathematical proof, and their implications for students' intellectual independence in Islamic Higher Education. This study is based on the view that abstract mathematical learning is not value-neutral. That mathematical proof is an epistemic practice that enables the reflective internalization of Islamic values. The study used a mixed methods approach with an explanatory sequential design. Quantitative data were collected through questionnaires from 470 students, while qualitative data were obtained through semi-structured interviews with 10 students. The analysis results show that epistemic imagination does not have a direct, linear relationship with intellectual independence, whereas the exploration of mathematical proof shows a positive, significant relationship. These findings indicate that epistemic imagination serves as a cognitive prerequisite that must be actualized through proof activities. Qualitatively, mathematical proofs facilitate the integration of Islamic values such as intellectual honesty, patience, perseverance, and scientific responsibility. However, students still face challenges in formalizing their ideas, maintaining consistent arguments, and developing independent learning skills. Thus, learning mathematical proofs plays a strategic role in shaping students' intellectual independence in Islamic Higher Education