Pengintegrasian Pendidikan Islam dengan Pendidikan Alam Sekitar di Sekolah: Analisis Terhadap Adaptasi Pendekatan Integrasi Kurikulum Holistik

Rekan, Abd Aziz; Kasim, Tengku Sarina Aini Tengku; Yusoff, Yusmini Md

doi:10.22452/usuluddin.vol44no1.5

Cited by 5 publications

(4 citation statements)

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“…Wulan et al (2021) also argues that the integration of Islamic values in learning aims to improve the field of science by not being separated from improving the quality of faith and piety. More specifically emphasized by Ramli (2014) that the integration of Islamic religious teachings (Islamic religious values) into related sections in science subjects is an effort to form students who have Muslim personalities and make religious teachings a way of life, forming a physically balanced person, intellectual, spiritual and emotional (Rekan et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Development of textbook integrated of metacognition, critical thinking, Islamic values, and character

2022

pegegog

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This study aims to develop an integrated textbook called "MERISKA" (an acronym of Metacognition, Critical Thinking, Islamic values, and Character in Indonesian). This integrated textbook MERISKA with content to practice metacognitive skills (include planning, monitoring, and evaluation in the learning process), critical thinking skills in the form of questions (which include interpretation, analyzing, evaluation, inference, explanation, and self-regulation), and the content of Islamic values through "comparative-confirmation" integration techniques in the form of relationships between verses of the Qur'an or Hadith with biology concepts, especially Cell and Molecular Biology, then finding an example of character (Akhlaq) from that relation. The development steps refer to the 4D model (defined as: define, design, develop, and disseminate). This approach is appropriate where each stage describes the process of compiling the MERISKA integrated textbook. The results indicate that the integrated textbook MERISKA, has the required criteria of validity, practicality, and effectiveness. The validation results show that the MERISKA textbook has an average validity value of 4.53 (very valid or high). The practicality results obtained an average score of 4.00 (by lecturers) and 4.53 (by students). Dissemination of product development is held through the Webinar (Web seminar) series "Integration of Islam and Science" and the publication of the textbook MERISKA with ISBN. The development of the integrated textbook MERISKA certainly provides benefits for students and lecturers. Students are facilitated by the MERISKA textbook as a learning resource, while lecturers are helped to improve their metacognitive skills, critical thinking, Islamic values, and character in the learning process.

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Section: Discussionmentioning

confidence: 99%

Development of textbook integrated of metacognition, critical thinking, Islamic values, and character

2022

pegegog

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“…Therefore, these models clearly promote the effort to develop students' potentials through the teaching and learning process of a certain content of a subject by relating it with other content in the form of integration. Table 1.1 shows the application of (Robin Fogarty Integration Curriculum Model in Islamic Education Curriculum Rekan et al, 2016). Integrated A group of teachers cooperates in own fields to find overlapping concepts and ideas in their teaching subjects.…”

Section: Robin Fogarty Integrated Curriculum Modelmentioning

confidence: 99%

“…Source: Adapted from Fogarty's Curriculum Integration Model in Rekan et. al (2016) Based on Table 1.1, meaningful teaching and learning practice among teachers and students is the main focus in (Robin Fogarty Curriculum Integration Model, 1991).…”

Section: Robin Fogarty Integrated Curriculum Modelmentioning

confidence: 99%

Integrated Curriculum Model in Islamic Education Curriculum

Rashed¹,

Tamuri²

2022

IJARBSS

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This article discusses two integration curriculum models applied in the curriculum of Islamic Education. One of the models is the interdisciplinary Robin Fogarty's Integrated Curriculum Model which explains the concept of integrated curricula. Another model used in this paper is the Selangor State Integrative and Holistic Education Model. The integration concept and its relation to other knowledge discipline introduced by Fogarty is carried out by matching a subject with another subject based on their similarities in the concepts, skills, values, themes and topics. In this research, we used content analysis to gather detailed information on the topic at hand. The main finding illustrated that the meaningful teaching and learning practice among teachers and students is the major focus of the model. The students' cognitive, affective and psychomotor skills should be emphasized by teachers. At the same time, important skills such as metacognitive, study skills and problem-solving skills should be reinforced given the diversity in knowledge discipline. The paradigm of these models reflects that the teacher's synergy is needed to develop cooperation in assimilating one's discipline in the process of curriculum integration at school.

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“…This existing policy provides guidance to all parties including government agencies at the federal or state level and local authorities (PBT), the industrial sector and the community which aims to help minimize their environmental impact on future generations. In fact, various efforts have been made either from the 'top-down' or the 'bottom-up' levels to make community members aware of their responsibility towards the environment [5]. However, the environmental conservation effort is still vaguely successful, but it is not a reason to end the effort to protect the environment in a country.…”

Section: Introductionmentioning

confidence: 99%

Engagement and commitment in Eco-Campus activities of pre-service teachers: Confirmatory factor analysis

Mahat

Nayan

Hashim

et al. 2022

IJERE

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<span lang="EN-US">This study was conducted to confirm the instrument of sustainability engagement and commitment in Eco-Campus activities of pre-service teacher. Respondents consisted of 500 pre-service teachers who were selected using stratified sampling techniques. The variables studied or the factors generated from exploratory factor analysis (EFA) of this study include knowledge, attitude, engagement, and commitment. Data were analyzed descriptively to obtain the reliability of the Cronbach's alpha value and confirmatory factor analysis (CFA) was used to obtain a four-factor solution using SPSS 22 and AMOS 20 software. The results of the analysis showed that the Cronbach's alpha value was in the high classification of more than 0.80. The results of the CFA analysis for the measurement model showed that the four-factor solution was compatible and acceptable based on the recommended fit indices (CMIN=214.073, DF=49, CMIN/DF=4.369, p=.000, GFI=.941, CFI=.971, TLI=.961, RMSEA=.082). As a result, the 36-item measuring model created was suitable for assessing sustainability participation and commitment in Eco-Campus activities, particularly among pre-service teachers in Malaysia.</span>

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Pengintegrasian Pendidikan Islam dengan Pendidikan Alam Sekitar di Sekolah: Analisis Terhadap Adaptasi Pendekatan Integrasi Kurikulum Holistik

Cited by 5 publications

References 0 publications

Development of textbook integrated of metacognition, critical thinking, Islamic values, and character

Development of textbook integrated of metacognition, critical thinking, Islamic values, and character

Integrated Curriculum Model in Islamic Education Curriculum

Engagement and commitment in Eco-Campus activities of pre-service teachers: Confirmatory factor analysis

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