Enhancing Qur'an-Hadith Education through Science, Technology, and Society Approach: A Developmental Study

Rahmiati Rahmiati; M. Zubir; Muhiddinur Kamal; Elfiani Elfiani; Muhamad Rezi; Sofia Ridha

doi:10.35445/alishlah.v17i2.6392

Enhancing Qur'an-Hadith Education through Science, Technology, and Society Approach: A Developmental Study

Rahmiati Rahmiati, M. Zubir, Muhiddinur Kamal, Elfiani Elfiani, Muhamad Rezi, Sofia Ridha

Abstract

This study explores the development of a Qur'an-Hadith learning model incorporating the Science, Technology, and Society (STM) approach to cultivate technological responsiveness and social awareness among Madrasah Tsanawiyah students. The integration of STS is intended to bridge traditional religious education with contemporary societal and technological contexts. A Research and Development (R&D) methodology was applied, guided by the McKenney model, which includes the phases of preliminary research, prototyping, and assessment. Each stage was carried out systematically to ensure the validity, practicality, and effectiveness of the proposed model. The STM-based learning model led to notable improvements in student learning outcomes at MTs Sjech Ibrahim Koto Tuo. The model was validated by subject matter experts and demonstrated strong pedagogical relevance. Its practical application in the classroom environment encouraged higher levels of student engagement, creativity, and critical thinking, reflecting a positive shift in students’ technological awareness and social responsibility. Incorporating the STM approach into Qur'an-Hadith instruction enhanced the overall quality and relevance of religious education. This method successfully linked religious content with real-world issues, fostering a more dynamic and contextually aware learning experience. The STM-based learning model presents a promising alternative for Islamic education. Aligning religious studies with scientific and societal dimensions contributes meaningfully to both academic performance and character development among students.

Keywords

learning model; Islamic education; STM approach; Qur’an-Hadith; MTs

Full Text:

PDF

References

Breakstone, J., Smith, M., Wineburg, S., & Rapaport, A. (2021). Students’ civic online reasoning: A national portrait. Educational Researcher, 50(9), 595–606. https://doi.org/10.3102/0013189X211048834

Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83–91.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Doleck, T., Bazelais, P., Lemay, D. J., & Saxena, A. (2020). Predicting academic performance and persistence in STEM using academic and social constructs: A scoping review. Education and Information Technologies, 25, 2665–2687. https://doi.org/10.1007/s10639-019-10081-3

Evariani, N. G. A. M. S., Kertih, I. W., & Haris, I. A. (2017). Model Pembelajaran Sains Teknologi Masyarakat (STM), Keterampilan Berpikir Kritis, Dan Prestasi Belajar IPS. Jurnal Pendidikan IPS Indonesia, 1(1), 38–46.

Freire, P. (2020). Pedagogy of the oppressed. In Toward a sociology of education (pp. 374–386). Routledge.

Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers’ development. Teachers and Teaching, 10(3), 307–327. https://doi.org/https://doi.org/10.1080/1354060042000204388

Hoidn, S., & Reusser, K. (2020). Foundations of student-centered learning and teaching. In The Routledge international handbook of student-centered learning and teaching in higher education (pp. 17–46). Routledge.

Holtzblatt, K., & Beyer, H. (2014). Contextual design: evolved. Morgan & Claypool Publishers.

Ilyas, I. (2022). Strategi Peningkatan Kompetensi Profesional Guru. Jurnal Inovasi, Evaluasi Dan Pengembangan Pembelajaran (JIEPP), 2(1), 34–40.

Jovchelovitch, S. (2019). Knowledge in context: Representations, community and culture. Routledge.

Joyce, B., Weil, M., & Calhoun, E. (2009). Models of Teaching (8th ed.). Pearson.

Juhji, J. (2016). Model Pembelajaran Sains Teknologi Masyarakat dalam Pembelajaran IPA. Primary: Jurnal Keilmuan Dan Kependidikan Dasar, 8(1), 25–34.

Lestari, H., Ayub, S., & Hikmawati, H. (2016). Penerapan model pembelajaran sains teknologi masyarakat (STM) untuk meningkatkan hasil belajar Fisika siswa kelas VIII SMPN 3 Mataram. Jurnal Pendidikan Fisika Dan Teknologi, 2(3), 111–115.

Muliati, I., & Rezi, M. (2018). Tujuan Pendidikan Dalam Lingkup Kajian Tafsir Tematik Pendidikan. Islam Transformatif: Journal of Islamic Studies, 1(2), 177–190. https://doi.org/http://dx.doi.org/10.30983/it.v1i2.475

Nasution, M. F., & Idris, S. (2023). Contextualizing Islamic education: Promoting religious learning through socio-technological engagement. Journal of Islamic Educational Studies, 15(1), 34–47.

Nugraha, A. E., Wibowo, D., & Hendrawan, B. (2024). Paulo Freire’s Critical Pedagogy Analysis Of Educational Transformation. MSJ: Majority Science Journal, 2(2), 220–228.

Popple, K. (2015). Analysing community work: Theory and practice. McGraw-Hill Education.

Sheerin, S. (2014). An exploration of the relationship between self-access and independent learning. In Autonomy and independence in language learning (pp. 54–65). Routledge.

Sofiah, R., Suhartono, S., & Hidayah, R. (2020). Analisis karakteristik sains teknologi masyarakat (STM) sebagai model pembelajaran: sebuah studi literatur. Pedagogi: Jurnal Penelitian Pendidikan, 7(1).

Sormin, E. (2023). Use of practicum learning methods in improving learning outcomes. International Journal of Social Science and Human Research, 6(7).

Sutaryono, S., & Prasetyaningtyas, F. D. (2020). Penanaman Sikap Inspiratif melalui Pendekatan Sains Teknologi Masyarakat. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 10(2), 179–186.

Tessmer, M. (1994). Formative evaluation alternatives. Performance Improvement Quarterly, 7(1), 3–18.

Wati, I. K., Karyanto, P., & Santosa, S. (2014). Pengaruh Penerapan Model Pembelajaran Sains Teknologi Masyarakat (STM) Terhadap Hasil Belajar Biologi Siswa Kelas X SMA Negeri 3 Boyolali Tahun Pelajaran 2012/2013. Bioedukasi: Jurnal Pendidikan Biologi, 7(1), 21–25.

Zohar, A., & Barzilai, S. (2022). Metacognitive self-regulation and dialogic argumentation in learning: A theoretical and empirical synthesis. Educational Psychologist, 57(3), 165–180. https://doi.org/10.1080/00461520.2022.2053085

DOI: https://doi.org/10.35445/alishlah.v17i2.6392