Millennial Students’ Perception on The Integration of Islam and Science in Islamic Universities

Suciati, Rizkia; Susilo, Herawati; Gofur, Abdul; Lestari, Umie; Rohman, Izza

doi:10.18326/ijims.v12i1.31-57

Cited by 11 publications

(9 citation statements)

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“…These results will improve concept mastery. According to Suciati et al (2022), God Almighty's majesty through His creation in the form of the universe and making the Qur'an as a guide to study His creation is expected to increase the quality of students' faith and piety. The implementation of integration between the material Interaction of Living Things with their environment accompanied by verses of the Qur'an can stimulate students' critical thinking about the relationship between the verses of the Qur'an and scientific facts found in everyday life so that students do not only accept dogmatically every religious subject matter obtained from the teacher (Anwar & Elfiah, 2019).…”

Section: Resultsmentioning

confidence: 99%

Science Learning with The Qur'an and Hadith Through Audiovisual Media (Video) to Improve Concept Mastery and Religious Attitude

Annas

Permana

2022

J. Sci. Edu. Practice

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This study aims to improve students' concept mastery and religious attitudes in science learning with the Quran and Hadith contents through audiovisual media (video). The research design was quasi-experimental, with experimental and control classes as the research subjects. Data were collected using a test to measure students' concept mastery and religious attitudes with 30 questions, an observation sheet, and a questionnaire with 22 questions. The measurement results of the two test forms were analyzed in N-Gain, while the observation sheets were analyzed descriptively. Students' responses were analyzed in percentage. The results showed that students who learned using the Qur'an and Hadith content through the media were much better than through non-media learning. The N-Gain score for concept mastery was 50.77% (medium) and 38.56% (medium), while for religious attitude was 3.25 (good) and 3.61 (very good). This study proves that the implementation of science learning with the content of the Qur'an and Hadith in teaching and learning activities is quite good, and students' responses to the learning implementation are quite high.

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Section: Resultsmentioning

confidence: 99%

Science Learning with The Qur'an and Hadith Through Audiovisual Media (Video) to Improve Concept Mastery and Religious Attitude

Annas

Permana

2022

J. Sci. Edu. Practice

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“…Basically, science and religion are compatible. Religion asks each of its followers to continue learning because science can be proven through religion; therefore, there is an integrated relationship between science and religion that does not need to be debated (Suciati et al, 2022).…”

Section: Religionmentioning

confidence: 99%

Integration of Science and Religion in Value Education

Ningsih¹,

Purnomo²,

Muflihah

et al. 2022

IJORER Int. J. Recent Educ. Res.

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The study aims to describe a value education model in teaching the integration of science and religion and to find out the values generated in the learning process of the integration of science and religion. Education is a major factor in shaping the human personality through the learning process that takes place in schools and in society. These educational goals can be done by providing scientific and religious materials to create the potential of students. Indeed, religious values will guide science and technology that are increasingly developing in the world. Therefore, the integration of science and religion in schools is very important to be taught, so that both of sciences and religions balance each other. This qualitative-naturalistic research used interview, observation, and documentation as the data collection techniques. The results of this study show that (1) the integrative model will facilitate and make learning more meaningful and efficient, so that the teaching and learning process will produce integrated knowledge; (2) through the integration of science and religion, the learning process is more directed which can sharpen the mind; (3) the learning material combining science and religion is the main instrument for realizing learning objectives; (4) the learning strategy integrating science and religion has a good effect on student and teacher interactions during the learning process; (5) the values developed in the integration of science and religion are the value of belief in Allah, being religious, and intelligent.

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“…Efforts to integrate science and Islam have been implemented in several countries, including Yemen, Malaysia, England, Germany, Iran, and Brunei Darussalam (Al-Hadab n.d., 2016;Lubis, 2015;Freitas, Correa, and Freitas 2018). Malaysia has implemented integration between science and Islam at the university level, one of which is at the International Islamic University Malaysia (IIUM) (Khalid et al, 2022;Suciati et al, 2022). One of the elements necessary to realize integrated Islamic education is a book from the perspective of Islam (Zain et al, 2020), as well as media and learning resources.…”

Section: Introductionmentioning

confidence: 99%

Integration Science and Islam: A New Product to Facilitate Teaching and Learning in College

Muslim,

Nahadi,

Anwar

2023

JAS

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The dichotomy between science and Islam later became the cause of the decline of Muslim civilization, especially in the field of knowledge. Therefore, some scientists have made an Islamic integrated learning model that will need integrated Islamic teaching materials as a tool and learning resources. This research aims to develop an integrated Islamic enrichment book on transition elements in inorganic chemistry courses. The research was done using the Four Steps Teaching Material Development (4STMD) method, which consists of four steps: the selection step, the structuring step, the characterization step, and the didactic reduction step. At the selection stage, the main source of teaching materials was a book by Sugiyarto, K.H., and Suyanti, Retno, D. (2010), titled Inorganic Metal Chemistry. While at the structuring step, concept maps, macrostructures, and multiple representations of the transition elements were found. In the characterization step, it was found that the concept has a straightforward character with an 85.8% understanding percentage, so the didactic reduction is unnecessary in this study. Teaching material has a percentage of 78% in the feasibility test; the details are 81% on aspects of language, 75% on presentation of the book, 75% on aspects of performance, and 83% on aspects of graphics. It can be concluded that the teaching materials developed are unfit for use. So, in this study, the didactic reduction is not necessary. Teaching material has a percentage of 78% in the characterization test, details 81% on aspects of language, 75% in the presentation aspect of the book, 75% on aspects of performance, and 83% in the graphic aspect. It can be concluded that the teaching materials developed are fit for use. Product development research is needed as a source and medium for integrated Islamic learning.

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Millennial Students’ Perception on The Integration of Islam and Science in Islamic Universities

Cited by 11 publications

References 0 publications

Science Learning with The Qur'an and Hadith Through Audiovisual Media (Video) to Improve Concept Mastery and Religious Attitude

Science Learning with The Qur'an and Hadith Through Audiovisual Media (Video) to Improve Concept Mastery and Religious Attitude

Integration of Science and Religion in Value Education

Integration Science and Islam: A New Product to Facilitate Teaching and Learning in College

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