THE SYNERGY OF RELIGIOUS AND SCIENCE LEARNING: IMPLEMENTING THE FIVE-DAY SCHOOL CONCEPT
AbstractThis study aimed to analyze the implementation of the five-day concept in religious and science learning which aimed to create synergy between the two disciplines in supporting the academic development and character of students. The concept of five days in this school integrated religious and science lessons with the aim of strengthening students' understanding of the two fields of science holistically. This research used a qualitative approach with a case study method, with data collection techniques through deep-interviews, observations, and documentation. The results of the study showed that the implementation of the five-day concept had succeeded in creating a balanced learning environment between religious values and scientific knowledge, despite challenges in adjusting the curriculum and teaching approaches. The synergy between religious and science learning in this school had a positive impact on the spiritual and intellectual development of students, as well as fostering a critical and creative attitude in facing life's problems. This research was expected to contribute to the development of a learning model that integrates religious values with scientific knowledge in Islamic schools.
|
Keywords
Full Text:
References
Ali, N. (2020). Integrating Science and Religion in the Curriculum of Indonesian Islamic Higher Education: A Case Study of UIN Malang. International Journal of Innovation, Creativity and Change, 13(9), 948–960. www.ijicc.net
Barnes, K., & Mckenzie, S. (2023). We Wanted to Do Something Innovative: Exploring Motivations of Arkansas Districts Adopting Four-Day School Weeks or Round Calendars. Arkansas Education Reports, 12(2), 1–19. https://scholarworks.uark.edu/oepreport
Creswell, J. W., & Creswell, J. D. (2018). Research Design : Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
Crook, R. W., Beeson, J., Chair Kathy Sobolewski, C., & Baird, M. (2022). A Quantitative Study of the Impact of Four-Day School Weeks on Teacher Retention in Rural Public School Districts. Charleston Southern University.
Erduran, S., Guilfoyle, L., & Park, W. (2022). Science and Religious Education Teachers’ Views of Argumentation and Its Teaching. Research in Science Education, 52(2), 655–673. https://doi.org/10.1007/s11165-020-09966-2
Fahyuni, E. F., Wasis, Bandono, A., & Arifin, M. B. U. B. (2020). Integrating Islamic Values and Science for Millennial Students’ Learning on Using Seamless Mobile Media. Jurnal Pendidikan IPA Indonesia, 9(2), 231–240. https://doi.org/10.15294/jpii.v9i2.23209
Guilfoyle, L., Hillier, J., & Fancourt, N. (2023). Students’ Argumentation in the Contexts of Science, Religious Education, and Interdisciplinary Science-Religious Education Scenarios. Research in Science and Technological Education, 41(2), 759–776. https://doi.org/10.1080/02635143.2021.1947223
Gümüş, S. (2024). A Critique of Religious Pedagogy and the Possibility of Religious Education as a Practical Metaphysics. Darulfunun Ilahiyat, 35(2), 387–412. https://doi.org/10.26650/di.2024.35.1.1352748
Hanley, P., Bennett, J., & Ratcliffe, M. (2024). The Inter-Relationship of Science and Religion: A Typology of Engagement. International Journal of Science Education, 36(7), 1210–1229. https://doi.org/https://doi.org/10.1080/09500693.2013.853897
Harahap, H. N., & Ritonga, A. A. (2023). The Effect of Using Project Based Learning Model with Autoplay Media Studio on Learning Achievement. Edureligia: Jurnal Pendidikan Agama Islam, 07(01), 99. https://doi.org/10.33650/edureligia.v7i1.6103
Israel, W., Mulitauopele, C., Levinson, M., Cikara, H., & Brooks‐Russell, A. (2020). Adolescent Health Behaviors in Schools with 4‐Versus 5‐Day School Weeks. Journal of School Health, 90(10), 794–801. https://doi.org/https://doi.org/10.1111/josh.12941
Kuchma, V. R., Rapoport, I. K., & Sokolova, S. B. (2025). Hygienic Assessment of The State of Health of Senior Pupils at the 5-Day School Week. International Conference on Research in Education and Science, 2(20), 41–49. https://doi.org/https://doi.org/10.1080/01416200.2020.1711513
Lewin, D., Orchard, J., Christopher, K., & Brown, A. (2023). Reframing Curriculum for Religious Education. Journal of Curriculum Studies, 55(4), 369–387. https://doi.org/10.1080/00220272.2023.2226696
Manca, S., Cerina, V., Tobia, V., Sacchi, S., & Fornara, F. (2020). The Effect of School Design on Users’ Responses: A Systematic Review (2008-2017). Sustainability (Switzerland), 12(8), 1–37. https://doi.org/10.3390/SU12083453
Menard, J., Diep, P., Sheikh, F., Escobar, A., Dykstra, C. B., Sajtovich, V. A., Ahmadi, A., Bodyreva, E., Boucinha, A., Chandrasekharan, S., Duan, J., Emond, C., Lu, T., McLean, I., Morse, L., Serra, D., Stancescu, A., Suresh, S., & Ingalls, B. P. (2024). Synthetic Biology Education and Pedagogy: a Review of Evolving Practices in a Growing Discipline. Frontiers in Education, 9(October), 1–20. https://doi.org/10.3389/feduc.2024.1441720
Momani, M. A. K. Al, Alharahasheh, K. A., & Alqudah, M. (2023). Digital learning in Sciences education: A literature review. Cogent Education, 10(2), 1–20. https://doi.org/10.1080/2331186X.2023.2277007
Prendeville, P., Bourke, M., & Kinsella, W. (2023). Using an Implementation Science Framework to Evaluate an Ethical Education Curriculum: A Narrative Scoping Review. SAGE Open, 13(4), 1–16. https://doi.org/10.1177/21582440231192187
Putri, J. A., Sujadi, E., & Putra, E. (2024). Flagship Religious Program at Islamic College: What is The Effect on Students’ Religiosity? Edureligia: Jurnal Pendidikan Agama Islam, 08(01), 102–114. https://doi.org/http://doi.org/10.33650/edureligia.v8i1.8627
Strube, J. (2022). Global Tantra: Religion, Science, and Nationalism in Colonial Modernity. Oxford Univercity Press.
Suciati, R., Susilo, H., Gofur, A., Lestari, U., & Rohman, I. (2022). Millennial Students’ Perception on the Integration of Islam and Science in Islamic Universities. Indonesian Journal of Islam and Muslim Societies, 12(1), 31–57. https://doi.org/10.18326/ijims.v12i1.31-57
Sumarni, W., Faizah, Z., Subali, B., Wiyanto, W., & Ellianawati. (2020). The Urgency of Religious and Cultural Science in Stem Education: a Meta Data Analysis. International Journal of Evaluation and Research in Education, 9(4), 1045–1054. https://doi.org/10.11591/ijere.v9i4.20462
Thompson, P. N., Tomayko, E. J., Gunter, K. B., & Schuna, J. (2022). Impacts of the Four-Day School Week on High School Achievement and Educational Engagement. Education Economics, 30(5), 527–539. https://doi.org/10.1080/09645292.2021.2006610
Tomayko, E. J., Thompson, P. N., Smith, M. C., Gunter, K. B., & Schuna, J. M. (2021). Impact of Reduced School Exposure on Adolescent Health Behaviors and Food Security: Evidence From 4-Day School Weeks. Journal of School Health, 91(12), 1055–1063. https://doi.org/10.1111/josh.13095
Ulfat, F. (2020). Empirical research: Challenges and Impulses for Islamic Religious Education. British Journal of Religious Education, 42(4), 414–423. https://doi.org/https://doi.org/10.1080/01416200.2020.1711513
Vanani, H. R., Asghar, A., & Tanha, E. (2023). The Evolution of the Meaning of Science and Its Effect on Eliminating Religious Education from the Iranian Public Education System. Journal of Islamic Education, 18(43). https://islamicedu.rihu.ac.ir/article_2011_6b2e7c4ab7571b1fc10cd3a89a367c2a.pdf
Ve Bilim, İ., Bir, İ., Altın, İ., İnşası, Ç., Din, İ., Entegrasyonu, B., Oktar, S., & Prof, A. (2021). Katre Uluslararası İnsan Araştırmaları Dergisi Katre International Human Studies Journal Islam and Science: Integration of Religion and Science to Build a Second Islamic Golden Age. https://doi.org/10.53427/katre.1012996.
Wannapiroon, N., & Pimdee, P. (2022). Thai Undergraduate Science, Technology, Engineering, Arts, and Math (STEAM) Creative Thinking and Innovation Skill Development: a Conceptual Model Using a Digital Virtual Classroom Learning Environment. Education and Information Technologies, 27(4), 5689–5716. https://doi.org/10.1007/s10639-021-10849-w
| 10.33650/edureligia.v9i1.9853 |
|
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Melda Diana Nasution, Faisal Affandi, Nola Fibriyani Bte Salman
