Integrating Islamic Values in Biology Learning as a Strategic Attempt to Improve Madrasah Aliyah Students’ Learning Outcomes
The dualism between religion and general science is at the root of the problem of learning in madrasah (Islamic school). This learning practice produces graduates who still do not possess balanced intellectual and spiritual aspects. Besides that, the dualism of science contradicts the value of monotheism in Islam. The integration of Islamic values during the learning process is expected to be a solution to the dualism of learning in madrasah. This quasi-experimental study with Pretest-Posttest Non-Equivalent Design is intended to determine the effect of integrative learning (Biology + Islamic religion) on Biology learning outcomes of Madrasah Aliyah students in Ternate City, Indonesia. The population of this research were all the students of class X, XI, and XII of Islamic Senior High School in Ternate, in the second semester of 2018/2019 academic year, which were taken by using cluster random sampling. Analysis of covariance is carried out to compare the effects of integrative learning models with non-integrative learning. The effectiveness of each learning model is measured based on the gain score test. The whole process is done separately in class X, XI, and XII. The results of the Ancova analysis provide information that students undergoing biology learning integrated Islamic values, both in class X, XI, and XII, show significantly better learning outcomes than students undergoing non-integrative learning. The effectiveness of integrative learning compared to non-integrative learning in classes X, XI, and XII were 30.0%, 22.0%, and 26.5%, respectively.
Keywords: biology learning, integrated learning, Islamic value, learning outcomes.