A Qur’anic Methodology for Integrating Knowledge and Education

Baba, Sidek; Salleh, Mohamad Johdi; Zayed, Tareq M; Harris, Ridwan

doi:10.35632/ajiss.v32i2.262

Cited by 7 publications

(9 citation statements)

References 0 publications

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“…Integrating Islamic values into science classes allows students to receive meaningful learning, where the important points in the Qur'an and Hadith can instill spiritual values (Sabki & Hardaker, 2013). Al-Qur'an reading and memorization activities indirectly improve students' ability to recall lessons about verses related to scientific material and vice versa, making it easier for students to achieve learning success (Baba et al, 2015). Islamic teachings can be used as a way of life to shape a physically, intellectually, spiritually and emotionally balanced personality (Kasim & Yusoff, 2014).…”

Section:  Results and Discussionmentioning

confidence: 99%

The Effect of the RQANI Learning Model on Self-Efficacy of Pre-Service Biology Teachers in Ternate City, Indonesia

Amin¹

2023

JPP

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The Effect of the RQANI Learning Model on Self-Efficacy of Pre-Service Biology Teachers in Ternate City, Indonesia. Objective: The purpose of this study was to identify the effect of the RQANI model on the self-efficacy of biology students in Ternate City, North Maluku, Indonesia. Methods: The present study was a quasi-experimental study with a non-equivalent control group design. The study population contained all students from the Department of Biology Education in the city of Ternate, North Maluku, Indonesia. The sample consisted of 120 biology education students from IAIN Ternate and STIKIP Kie Raha, the city of Ternate, North Maluku. The data were collected through survey and observation. Data analysis involved descriptive and inferential statistics. Findings: The study results showed that the RQANI learning model had an effect on biology students' self-efficacy. Conclusion: RQANI learning model had an effect on biology students' self-efficacy

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Section:  Results and Discussionmentioning

confidence: 99%

The Effect of the RQANI Learning Model on Self-Efficacy of Pre-Service Biology Teachers in Ternate City, Indonesia

Amin¹

2023

JPP

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“…Teachers are expected to understand the integration of science with religion and understand religion in appreciating science. This hope is related to science appreciation and realizing the complementarity between science and Islamic teachings (Baba & Salleh, 2015). This opinion is supported by (Mansour N, 2008) research, which shows the compatibility between science and religion, and the role of science teachers to reflect this conformity in the science curriculum.…”

Section: Introductionmentioning

confidence: 85%

Mapping basic science and religious competencies: An initial step to realizing integrated science learning with islamic values

Purwati¹,

Zubaidah

Mahanal

2023

Biosfer

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Appropriate steps are needed to integrate religious subjects (Qur'an Hadith, Aqidah Akhlak, and Fiqh) so that integrated science learning of Islamic values can be conducted successfully and adequately. One of the ways to make it successful is by mapping Basic Competencies in science subjects and religious subjects as the first step in this integration. A study has been carried out on Basic Competencies in science and religion subjects at Madrasah Tsanawiyah (MTs) with the aim of producing a map of the relevance of the Basic Competencies in these subjects. This study is a literature study that uses data sources in the form of 2013 curriculum documents, science and religion textbooks and related articles. The instruments in this study were researchers equipped with identification and data recording formats. Data was collected utilizing document study approaches, namely by analyzing the relevancy of each basic competency topic, which includes choosing references and identifying and classifying basic competencies. Data analysis was done qualitatively by classifying, summarizing, and deriving conclusions from the data. As a result of this research, a map of the correlation between scientific and religion basic competencies has been found. It demonstrates how one science basic competency in one class can be related to several fundamental religious competencies at all grade levels. This linkage provides a recommendation that science subject matter can be integrated with religion subject matter at all grade levels while still considering the linkages between these Basic Competencies.

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“…Madrasah students and teachers have a very good emotional relationship, there is mutual understanding between each other. Learning that is based on a combination of Islamic religious knowledge and scientific knowledge has a positive impact on sincerity, sincerity and a sense of mutual responsibility between teachers and students (Baba, et al, 2015). Madrasah students have cohesiveness in learning Mathematics, this cohesiveness has a positive impact in motivating students to study seriously.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The composition of this curriculum indirectly opens opportunities to relate general science concepts to everyday life related to Islamic religious teachings, and this makes learning more meaningful (Perwati, et al, 2018). The combination of religious knowledge and general science will give birth to a concept of scientific integration, namely phenomena or information in religious knowledge will be clarified through proof using scientific principles (Baba, et al, 2015). The integration of religious knowledge into science requires an effective approach, strategy and preparation in learning, so that the curriculum needs to be prepared by involving experts in the fields of religion and science (Lubis, 2015).…”

Section: Introductionmentioning

confidence: 99%

Application of Spatial Analysis to Eliminating Radicalism in Madrasah Schools

Mansur

Jamaluddin

Nelli

et al. 2023

JAETS

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The attack on the twin towers of the World Trade Center (WTC) on September 11, 2011 in New York, United States caused madrasas to be considered Islamic schools that gave birth to a radical generation. Madrasas' efforts to improve this negative image by improving the quality of education, especially 10 years after the incident, have succeeded in making Madrasas the schools of choice for students in Indonesia. This study focuses on analyzing the rise of Madrasah Tsanawiyah in the city of Pekanbaru, especially on students' mastery of knowledge for the last 4 years (2016, 2017, 2018 and 2019) by means of spatial analysis. The progress of science in Madrasas can be seen from the mapping of the value of knowledge, especially in the downtown area which is complete with various facilities and activity centers in Pekanbaru. The performance of some madrasas is almost the same as SMA in terms of mastery of knowledge. This study leads to an important analysis that the Pekanbaru madrasa as a Muslim-majority city has succeeded in making madrasas the main choice of parents to equip their children with religious and scientific education, which indirectly proves that madrasas do not provide space for the formation of radical Islamic generations, on the contrary. Madrasas have succeeded in forming a generation of Muslims who have good religious and scientific knowledge

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A Qur’anic Methodology for Integrating Knowledge and Education

Cited by 7 publications

References 0 publications

The Effect of the RQANI Learning Model on Self-Efficacy of Pre-Service Biology Teachers in Ternate City, Indonesia

The Effect of the RQANI Learning Model on Self-Efficacy of Pre-Service Biology Teachers in Ternate City, Indonesia

Mapping basic science and religious competencies: An initial step to realizing integrated science learning with islamic values

Application of Spatial Analysis to Eliminating Radicalism in Madrasah Schools

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