Integration of Religious Moderation in Science Subjects in Class VI SDS Plus Anbata

Rizki Akmalia

Abstract


The integration of Islamic principles in science education is an important aspect in student development. This practice not only aims to foster intellectual abilities but also fosters piety in individuals. The aim of this research is twofold: first, to describe the step-by-step process of integrating the basics of Islamic education into the Class VI SDS Plus Anbata science curriculum, including planning, implementation and evaluation. Second, identify factors that facilitate or hinder the integration process. A qualitative research approach with descriptive methods was used in the research conducted in the 2023/2024 academic year. The participants were Class VI SDS Plus Anbata teachers, while the informants were school principals, curriculum representatives, homeroom teachers and religion teachers. The data collection techniques used were observation, documentation and interviews. To ensure the validity of the data, source triangulation and method triangulation were used. The Miles & Huberman analysis model is used for data analysis which includes data collection, reduction, presentation and drawing conclusions. Based on the research conducted, there are certain results that can be observed. First, the basics of Islamic education have been integrated into the Class VI science subjects of SDS Plus Anbata. This integration is planned through seminars which aim to expand teachers' general knowledge about the Islamic religion. Implementation of this integration includes using contextual methods during class discussions which include moral values and attitudes that are in line with the scientific topics being taught. Evaluation of this integration is carried out through enrichment questions and tests. Second, factors that support the integration of Islam in science subjects in Class VI SDS Plus Anbata include integrated science textbooks and Islamic integration teacher training programs. On the other hand, inhibiting factors include limited teacher knowledge about Islamic integration, limited integration facilities and infrastructure, lack of integrated science curriculum or textbooks, students' level of understanding, and limited science material that can be integrated.Keywords: Islamic Integration, Science, SDS Plus Anbata.

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