Integrating Islamic Values into Science Learning: Effects on Students’ Conceptual Understanding and Religious Literacy in an Indonesian Islamic Junior High School
DOI:
https://doi.org/10.35445/alishlah.v18i4.9640Keywords:
Islamic values integration, science education, conceptual understanding, religious literacy, integrated learningAbstract
Integrating Islamic values into science education offers a pedagogical approach to fostering students’ conceptual understanding and religious literacy. However, empirical evidence examining changes in both outcomes within integrated Islamic junior high schools remains limited. This study investigated changes in students’ science conceptual understanding and religious literacy following integrated Islamic Religious Education (PAI) and science instruction. A quantitative pre-experimental study employing a one-group pretest–posttest design involved 11 seventh-grade students at SMP-IT Pelita Doktora, Jambi, Indonesia. The intervention comprised eight instructional sessions over four weeks, integrating water cycle and ecosystem concepts with Islamic values of rububiyah, khalifah fil ardh, and environmental stewardship. Data were collected using a 20-item science conceptual understanding test (Cronbach’s α = 0.780) and a 20-item religious literacy questionnaire (α = 0.831). Data were analyzed using paired-samples t-tests and Wilcoxon signed-rank tests. Students’ mean conceptual understanding scores increased from 66.27 to 84.73, representing a statistically significant difference (t(10) = −3.926, p = 0.003). Religious literacy scores also increased from 3.12 to 3.78, with a statistically significant difference (Z = −2.89, p = 0.004). The findings suggest that integrating Islamic values into science instruction may support improvements in students’ scientific understanding and religious literacy. Nevertheless, the small sample size and absence of a control group limit causal interpretation and generalizability.
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