The Integration of Science and Religion in the Islamic Education Curriculum at Secondary Schools
Keywords:
Integration of Science and Religion Dialogical Model Islamic Education Flexible Curriculum Character DevelopmentAbstract
This study explores the models of integrating science and religion within the Islamic education curriculum at secondary schools. The objective is to understand the approaches used, the challenges encountered, and the impact on students. This integration is crucial in the context of Islamic education to foster a holistic and balanced understanding between spirituality and intellectuality. This study employs a library research method, reviewing relevant literature, including books, scholarly articles, and research reports related to the integration of science and religion in Islamic education. The study identifies three main integration models: inclusive, dialogical, and selective exclusive. The dialogical model is found to be the most effective in combining scientific and religious perspectives, despite challenges such as the lack of trained teachers and differing interpretations of religious teachings. The positive impacts of this integration model include improved student understanding of religion and science, character development, and higher learning motivation. This study provides important implications for curriculum development and teacher training in Islamic schools. However, the study's limitations lie in its reliance on secondary data without direct observation of field implementation. This study contributes to the literature on Islamic education by providing a comprehensive analysis of the integration models of science and religion. It also emphasizes the importance of a flexible and inclusive approach in addressing educational needs in the modern era.
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