Integrating Science and Islamic Morality in MI: A Qualitative Study of Classical Muslim Thought
Main Article Content
Abstract
This study aims to examine the integration of science learning and Islamic moral-aqeedah education in Madrasah Ibtidaiyah (MI), grounding its analysis in the thoughts of classical Muslim scholars. The main issue addressed is the lack of learning approaches that conceptually and practically combine modern science with Islamic values at the elementary education level. This research employs a qualitative approach using a case study method at MI Al-Khoiriyah Banyuasin, which has implemented an integrative model in its curriculum. Data collection techniques include classroom observation, in-depth interviews with teachers, and analysis of learning documents. The results of the study indicate that the integration of science and Islamic moral- aqeedah can be synergistically carried out through thematic approaches, the use of narratives about classical Muslim scientists such as Al-Farabi, Ibn Sina, and Al-Ghazali, Ibn Sina, as well as the reinforcement of tawheed (monotheism) values in discussions of scientific concepts. This integration not only enhances students' understanding of scientific concepts but also strengthens their spiritual and moral character. These findings contribute to the development of value-based learning models relevant to the context of contemporary Islamic education.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Abdul, W., Rusdi, N., Suhermanto, S., & Ali, W. (2022). Internalisasi nilai-nilai pendidikan agama di sekolah: perspektif manajemen pendidikan Islam. Journal of Educational Management Research, 1(2), 82–94. https://doi.org/10.61987/jemr.v1i2.39
Abidin, M. Z. (2021). Dinamika pemikiran klasifikasi ilmu dalam khazanah Islam klasik. Ilmu Ushuluddin, 20(1), 1–14. https://doi.org/10.18592/jiiu.v
Ajir, I. C., Pahrudin, A., Jatmiko, A., & Koderi, K. (2021). Model pengembangan kurikulum pendidikan agama Islam dalam pendidikan dasar. Jurnal Pendidikan Islam, 1, 128–135. https://doaj.org/article/71f4274e4bdb4f8c8b98e653d7164833
Ayathurrahman, H., & Shodiq, S. F. (2023). Integrasi Ilmu Agama-Sains Badiuzzaman Said Nursi dan Relevansinya dengan Pendidikan Agama Islam Era Digital di Indonesia. Bulletin of Indonesian Islamic Studies, 2(1), 1–18. https://doi.org/10.51214/ biis.v2i1.512
Batubara, H. H., Noor, H., Siregar, P., Al Ihwanah, Husni, M., Wibowo, D. R., Maghfurin, A., & Ariani, D. N. (2023). Developing a Mobile-Assisted Project-Based Learning Model for a Learning Media Course. International Journal of Interactive Mobile Technologies, 17(17), 4–18. https://doi.org/10.3991/ijim.v17i17.41705
Bosio, E., & Schattle, H. (2023). Ethical global citizenship education: From neoliberalism to a values-based pedagogy. Prospects, 53(3–4), 287–297. https://doi.org/10.1007/ s11125-021-09571-9
Damayanti, W., Sutarto, S., Sari, D. P., & Nasution, A. R. (2024). Neurosains dalam Pemikiran Tokoh Al-Ghazali, Al-Farabi Dan Ibnu Sina. Indonesian Journal of Innovation Multidisipliner Research, 2(3), 21–29. https://doi.org/10.31004/ ijim.v2i3.86
Desfita, V., As-salam, J., No, V., & Desember, J. (2024). Integration of science in the perspective of islamic educational philosophy and its implications in realizing holistic education. 8(2), 114–134.
Hakim Maulana, R. Y. A. H. (2023). Konsep Kebahagiaan Perspektif Filsuf Muslim (Al-Farabi dan Al-Kindi). Gunung Djati Conference Series, Volume 19, 828–839. https://conferences.uinsgd.ac.id/gdcs
Hamami, T., & Nuryana, Z. (2022). A holistic–integrative approach of the Muhammadiyah education system in Indonesia. HTS Teologiese Studies / Theological Studies, 78(4), 1–10. https://doi.org/10.4102/hts.v78i4.7607
Hashim, R. (2020). Islamiization of the Curriculum. American Journal of Islam and Society, 16(No).
Hilmiati, H., & Saputra, F. (2020). Penanaman Nilai-Nilai Religius Melalui Pembiasaan Shalat Duha Dan Shalat Dhuhur Berjamaah Di Mi Raudlatusshibyan Nw Belencong. El Midad, 12(1), 70–87. https://doi.org/10.20414/elmidad.v12i1.2506
Huda, M. (2018). Strategi Berpikir Integratif Dalam Pembelajaran Membaca Lintas Kurikulum Di Sekolah Dasar. Kredo : Jurnal Ilmiah Bahasa Dan Sastra, 1(2). https://doi.org/10.24176/kredo.v1i2.1995
Ihwanah, A., Idi, A., & Afifah, N. (2024). Character Building Through Differentiated Learning of Islamic Religious Education in the Digital Era. 29(2), 178–192.
Jagielska-Burduk, A., Pszczyński, M., & Stec, P. (2021). Cultural heritage education in unesco cultural conventions. Sustainability (Switzerland), 13(6). https://doi.org/10.3390/su13063548
Khoirunisa, K., & Muqowim, M. (2022). Integrasi Pendidikan Akhlak dalam Pelajaran Sejarah Kebudayaan Islam di Kelas IV Madrasah Ibtidaiyah Swasta Salamah Kota Jambi. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(3), 896. https://doi.org/10.35931/am.v6i3.1116
Khumaidah, S., & Hidayati, R. N. (2021). Perbandingan Pemikiran Ibnu Khaldun Dan Al-Ghazali Tentang Pendidikan Islam Dan Relevansinya Terhadap Pendidikan Di Indonesia. Tarbiyatuna: Jurnal Pendidikan Islam, 14(2), 212–252.
Kusuma, A. R. (2022). Konsep Jiwa menurut Ibnu Sina dan Aristoteles. TASAMUH: Jurnal Studi Islam, 14(1), 61–89. https://doi.org/10.47945/tasamuh.v14i1.492
Kusumawardani, F., Akhwani, A., Nafiah, N., & Taufiq, M. (2021). Pendidikan Karakter Berbasis Nilai-nilai Pancasila melalui Keteladanan dan Pembiasaan di Sekolah Dasar. Jurnal Pancasila Dan Kewarganegaraaan, 6(1), 1–10. https://doi.org/10.24269/jpk.v6.n1.2021.pp1-10
Miseliunaite, B., Kliziene, I., & Cibulskas, G. (2022). Can Holistic Education Solve the World’s Problems: A Systematic Literature Review. Sustainability (Switzerland), 14(15). https://doi.org/10.3390/su14159737
Multahada, A. (2021). Integrasi agama dan sains: bukti kebenaran al-Qur’an. Borneo: Journal of Islamic Studies, 2(1), 46–55. https://journal.iaisambas.ac.id/index.php/borneo/article/view/751
Omelchenko, V. (2020). Education Philosophy: a Strategy for Interdisciplinary Synthesis. Sophia. Human and Religious Studies Bulletin, 15(1), 36–40. https://doi.org/10.17721/sophia.2020.15.9
Pramana, P. M. A., Suarni, N. K., & Margunayasa, I. G. (2024). Relevansi Teori Belajar Konstruktivisme dengan Model Inkuiri Terbimbing terhadap Hasil Belajar Siswa. Ideguru: Jurnal Karya Ilmiah Guru, 9(2), 487–493. https://doi.org/10.51169/ideguru.v9i2.875
Rabiudin, Agnesa, O. S., Afifi, E. H. N., & Rahmadana, A. (2023). Pelatihan Pembelajaran Literasi Sains Menggunakan Keterampilan Berpikir Tingkat Tinggi Sebagai Penyesuaian Terhadap Instrumen Assesmen Kompetensi Madrasah. I-Com: Indonesian Community Journal, 3(1), 88–102. https://doi.org/10.33379/ icom.v3i1.2121
Rahman, A., & Pewangi, M. (2024). Integrasi Nilai-Nilai Islam pada Supervisi Pendidikan Kepala Sekolah dalam Meningkatkan Kinerja Guru. 13(3), 4031–4044.
Rahmawati, R. D., & Bakhtiar, N. (2019). Pembelajaran IPA Berbasis Integrasi Islam-Sains pada Pokok Bahasan Penciptaan Alam Semesta dan Tata Surya. Journal of Natural Science and Integration, 1(2), 195. https://doi.org/10.24014/jnsi.v1i2.6599
Ramadhani, A. I., Vebrianto, R., & Anwar, A. (2020). Upaya Integrasi Nilai-Nilai Islam dalam Pembelajaran IPA di Madrasah Ibtidaiyah. Instructional Development Journal (IDJ), 3(3), 188–202. http://ejournal.uin-suska.ac.id/index.php/IDJ
Shalahuddin, M., Tansah, L., Hasanah, A., & Arifin, B. S. (2024). Penanaman nilai akhlak berbasis pendidikan Islam sebagai landasan teori pendidikan karakter di sekolah. 09(September).
Takunas, R., Mashuri, S., Tahang Basire, J. H., Dulumina, G. B., Syahril, & Mohi, S. M. (2024). Multicultural Islamic Religious Education Learning to Build Religious Harmony. Nazhruna: Jurnal Pendidikan Islam, 7(3), 590–607. https://doi.org/10.31538/nzh.v7i3.18
Takwil, M. (2020). Kepemimpinan Pendidikan Islam dalam Pemikiran Al-Ghazali. Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam, 4(2), 196–209. https://doi.org/10.54437/alidaroh.v4i2.175