Implementation of the Al-Quran and Science Integration Approach  at the Asajaya Regional Middle School

Fadzila Binti Rahman; Mohd Aderi Che Noh

doi:10.35723/ajie.v5i2.204

Fadzila Binti Rahman Universiti Pendidikan Sultan Idris, Malaysia
Mohd Aderi Che Noh Universiti Sains Islam Malaysia

DOI: https://doi.org/10.35723/ajie.v5i2.204

Abstract

Integration of Al-Quran and Science (PIQS) was introduced as a hub for enriching students' monotheism elements and playing a role in implementing the Higher Level Thinking Skills (KBAT) element. This study aims to identify the effectiveness of the PIQS approach on the achievement of KBAT and student perceptions in the field of faith. This study was carried out in four high schools in the Asajaya area, and a total of 80 second-year students were sampled for the study. This study uses a quasi-experimental design (Quasi-Experimental Design). The instruments used are pre-test and post-test, which consist of 10 subjective questions to measure students' KBAT in the field of faith. In addition, probing questions were used to measure students' perceptions of the approach used between the control and experimental groups. A total of 40 students in the control group were taught using conventional methods, while 40 students in the experimental group were exposed to the PIQS approach. Data collection for pre and post exams was analyzed using the Statistical Package for the Social Science (SPSS) version 23.0 program. The study results were analyzed using an independent sample t-test to see if there was a significant difference in students' minimum KBAT achievement between the experimental group and the control group in the pre and post exams based on two different approaches in learning the field of faith. The study results show that the minimum post-test achievement for the treatment group is 29.22 higher than the control group, which is 21.57, and the difference between the two is 7.65 points. The investigation results also show that the minimum perception of the PIQS approach is high, which is 44.25, compared to the minimum perception of the traditional approach of 37.25. This study implies that it allows students to understand and explore the field of faith more clearly and can indirectly increase students' KBAT levels.

Downloads

Download data is not yet available.

References

[1] Abdullah, F. (2005). Teaching Islamic Theology In The Era of Globalization. In Proceedings International Seminar Religious In The Muslim World: Challenges and Prospect. Kuala Lumpur: International Islamic University.
[2] Al-Faruqi, A. R. H. (2015). Konsep Ilmu dalam Islam. Jurnal KALIMAH, 13(2).
[3] Anwar, S. (2022). Evaluasi Pendidikan Menuju Insan Kamil Perspektif Filsafat Islam. Jurnal Pendidikan Nusantara, 1(1), 62–76.
[4] Aswadi. (2012). Konsep Syifa’ dalam Alquran; Kajian Tafsir Mafatih al-Ghaib karya Fakhruddin al-Razi. Jakarta: Kementerian Agama RI.
[5] Asy‘arie, M. (2002). Filsafat Ilmu: Sunnah Nabi dalam Berpikir. Yogyakarta: Lembaga Studi Filsafat Islam (LESFI).
[6] Chaer, M. T., Rochmah, E. Y., & Sukatin. (2021). Education Based on Local Wisdom. JIE: Journal of Islamic Edication, 6(2), 145–157.
[7] Eggen, P. D. K. (2012). Strategi dan Model Pembelajaran. Jakarta: PT Indeks.
[8] Hamzah, M. S., Laki, A. F., Embong, R., & Murshidah, N. (2015). Penerapan Akidah Dalam Dasar Pendidikan Malaysia: Analisis Terhadap Falsafah Pendidikan Negara Dan Islam Hadhari. Project: Penerapan Akidah Dalam Dasar Pendidikan Malaysia, Bil(9).
[9] Huri, H. Z., Makmor-Bakry, M., Hashim, R., Mustafa, N., & Ngah, W. Z. W. (2012). Optimisation of glycaemic control during episodes of severe/acute hyperglycaemia in patients with type 2 diabetes mellitus. Springer, 34, 863–870.
[10] Huringiin, N., & Azfathir, H. N. (2018). he Concept of Syed Muhammad Naquib al-Attas on De-Westernization and its Relevancy toward Islamization of Knowledge. Kalimah: Jurnal Studi Agama dan Pemikiran Islam, 16(2).
[11] Ikhwan, A. (2018). Filsafat Pendidikan Islam: Memahami Prinsip Dasar. Yogyakarta: Diandra Kreatif.
[12] Ikhwan, A. (2021). Metode Penelitian Dasar (Mengenal Model Penelitian dan Sistematikanya). Tulungagung: STAI Muhammadiyah Tulungagung.
[13] Iksan, Z. H., Saper, M. N., & Rashed, Z. N. (2016). Integration of Tawhidic Science through Lesson Study Approach in teaching and learning science or Islamic study. Tinta Artikulasi Membina Ummah, 2(1), 40 – 50.
[14] Kadri, Z. (2015). Elemen Pemikiran Kritis Menurut Perspektif Al-Quran: Kajian Surah Al-Rum. Universiti Malaya.
[15] Kasmo, M. A. (2000). Pemantapan Akidah Menerusi Penghayatan Sains dalam al-Qur’an. Tesis Ph.D.Bangi. Fakulti Pendidikan UKM.
[16] Kassim, A. Y., & Tamuri, A. H. (2010). Pengetahuan Pedagogikal Kandungan (PPK) Pengajaran Akidah: Kajian Kes Guru Cemerlang Pendidikan Islam. Journal Of Islamic Arabic Education, 2(2), 13–20.
[17] Majid, A. (2008). Perencanaan Pembelajaran, Mengembangkan Standar Kompetensi Guru. Jakarta: PT. Rosda Karya.
[18] Majid, M. Z. A. (2006). Penghayatan Agama Sebagai Paksi Melayu Glokal. Terengganu Development Institute.
[19] Mansir, F. (2021). Interconnection of Religious Education and Modern Science in Islamic Religious Learning. Edukasi: Jurnal Pendidikan Islam, 9(2), 229–237.
[20] Morgan, J. (2009). An Examination of Thinking Maps in the Context of Inquiry-Based Science Education for Fifth-Grade Students. United States: New Hampshire.
[21] Muhayat, I. (2020). Discussing the Dialectics of Science on Islamic Education. Al-Hayat: Journal of Islamic Education, 4(1), 1–18. https://doi.org/10.35723/ajie.v4i1.95
[22] Muhd, A., & Hasan, A. (2011). 11 Teori dan Prinsip Motivasi di Tempat Kerja. Malaysia: PTS Profesional Publishing SDN. BHD.
[23] Nordin, T. A., & Dan, N. A. (2002). Pendidikan dan Pembangunan Manusia: Pendekatan Bersepadu. Bangi: As Syabab Media.
[24] Othman, M. F., Noh, M. A. C., Lubis, M. A., & Hassan, W. N. S. W. (2017). Pendidikan Rohani Berasaskan Sains Al-Quran. ASEAN Comparative Education: Research Journal on Islam and Civilization, 1(1), 64–77.
[25] Othman, M. S., & Kassim, A. Y. (2017a). Isu Dan Permasalahan (PDP) Perlaksanaan Kemahiran Berfikir Aras Tinggi Dalam Amalan Pengajaran Guru Menurut Pandangan Ibn Khaldun. Journal Of Human Capital Development, 10(1), 1–18.
[26] Othman, M. S., & Kassim, A. Y. (2017b). Konsep pengajaran Akidah Kepada Kanak-Kanak Menurut Al-Quran dan Imam Ghazali Berasaskan Kemahiran Berfikir Aras Tinggi. Journal Of Islamic Social Science and Humanities, 10(10), 83–93.
[27] Ramayulis. (2012). Ilmu Pendidikan Islam. Jakarta: Kalam Mulia.
[28] Rashed, Z. N. (2016). Amalan Pengintegrasian Ilmu Sains dan Al-Quran Dalam Pengajaran Pendidikan Islam di Maahad Tahfiz Sains Negeri Selangor. Fakulti Pendidikan. Bangi: UKM.
[29] Rashed, Z. N., Tamuri, A. H., Pisol, M. I., Ilias, M. F., & Ihwani, S. S. (2016). Peranan Al-Quran Sebagai Sumber Ilmu Pengetahuan Dan Hubungannya Dengan Sains. In Proceeding of 5th International Conference on Islamic Education 2016 (ICIEd 2016).
[30] Salleh, K. M., Othman, M. Y. H., Radiman, S., Dakir, J., Tamuri, A. H., Alwi, N. H., … Badzis, M. (2011). Teachers Concerns Perception and Acceptance toward Tauhidic Science Education. Kyoto Bulletin of Islamic Area Studies, 4–1(2), 124–155.
[31] Tamuri, A. H., & Yusof, N. M. R. N. (2010). Kaedah Pengajaran dan Pembelajaran Pendidikan Islam. Kuala Lumpur: Dewan Bahasa dan Pustaka.