Integrating Science and Religion through Academic Writing: A Case Study at MAN Insan Cendekia
DOI:
https://doi.org/10.32729/edukasi.v22i2.1869Keywords:
academic writing, case study, MAN Insan Cendekia, multidisciplinary approach, religious education, science integrationAbstract
The Indonesian Ministry of Religious Affairs has emphasized the integration of science and religion within madrasah education to improve graduate quality. MAN Insan Cendekia has been at the forefront of this initiative, aiming to enhance student literacy and methodological rigor through academic writing programs. This study aims to evaluate the implementation and impact of the academic writing program at MAN IC Tanah Laut, focusing on how it integrates science and religion through a multidisciplinary approach. Employing a case study approach, the research involved data collection from the madrasah headmaster, deputy academic, academic writing program coordinators, and supervising teachers. Data analysis was conducted using the Miles and Huberman model, which includes data condensation, display, and conclusion drawing. The academic writing program at MAN IC Tanah Laut began in 2016 as an extracurricular activity, requiring all students to participate and be guided by teachers in researching contemporary issues from various disciplinary perspectives. By 2018, it had become a co-curricular flagship initiative and was integrated into the core curriculum as a graduation requirement for grade XII by 2021. The program's evolution contributed significantly to the school’s achievements, including securing a second runner-up position in the MYRES competition in 2021 and winning a championship in the field of religion with a scientific emphasis in 2022. These outcomes demonstrate the program's success in effectively blending scientific and religious education. The research underscores the necessity of designing holistic curricula that foster interdisciplinary learning. It highlights the importance of enhancing methodological quality in academic writing programs, investing in teacher development, implementing authentic assessment models, and engaging the community. These findings offer valuable insights for other madrasahs and religious institutions aiming to integrate science and religion in their educational frameworks.
Downloads
References
Afista, Y., & Abu Bakar, M. Y. (2020). Islamic Boarding School-Based Madrasah: Policy Efforts to Reform the Superior Education Model. Al-Hayat: Journal of Islamic Education, 4(2). https://doi.org/10.35723/ajie.v4i2.144
Asdar, A., Asdam, M., & Hamsiah, A. (2024). Webbed Integrative Approach in Designing Writing Instruction for Indonesian Elementary Class in the Digital Era. AL-ISHLAH: Jurnal Pendidikan, 16(2). https://doi.org/10.35445/alishlah.v16i2.5035
Aulia, D., Azmi, C., & Fitria, Y. (2023). Implementation of webbed type integrated learning to improve student learning activities. Jurnal Penelitian Pendidikan IPA, 9(10), 7775–7783. https://doi.org/10.29303/jppipa.v9i10.3959
Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.
Chan, J., & Erduran, S. (2023). The impact of collaboration between science and religious education teachers on their understanding and views of argumentation. Research in Science Education, 53(1), 121–137. https://doi.org/10.1007/s11165-022-10041-1
Chang, C.-C., & Chen, Y. (2020). Cognition, attitude, and interest in cross-disciplinary i-STEM robotics curriculum developed by thematic integration approaches of webbed and threaded models: A concurrent embedded mixed methods study. Journal of Science Education and Technology, 29(5), 622–634. https://doi.org/10.1007/s10956-020-09841-9
Cheng, V. M. (2019). Developing individual creativity for environmental sustainability: Using an everyday theme in higher education. Thinking Skills and Creativity, 33, 100567. https://doi.org/10.1016/j.tsc.2019.05.001
Elder, L., & Paul, R. (2020). Critical thinking: Tools for taking charge of your learning and your life. Foundation for Critical Thinking.
Farzan, R., & Brusilovsky, P. (2018). Social navigation. Social Information Access: Systems and Technologies, 142–180. https://doi.org/10.1007/978-3-319-90092-6_5
Fauzi, A. U. F., Syauqi, M. L., & Suharsiwi, F. A. (2022). Scientific Integration At Islamic Higher Education In Indonesia. Journal of Positive School Psychology, 6(8), 5960–5976. https://journalppw.com/index.php/jpsp/article/view/10867
Ferngren, G. B. (2022). Science and religion. In The Routledge History of American Science (pp. 200–214). Routledge.
Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61–65.
Gordon, K., Gilbert, R., Tudball, L., & Brett, P. (2020). Integrating the curriculum.
Hakim, A., & Herlina, N. H. (2018). Manajemen Kurikulum Terpadu Di Pondok Pesantren Modern Daarul Huda Banjar. Jurnal Penelitian Pendidikan Islam, 6(1), 111. https://doi.org/10.36667/jppi.v6i1.157
Jaedi, S. A., Indra, H., & Tamam, A. M. (2022). Boarding School’s Integral Education Curriculum In Secondary School. Journal of Positive School Psychology, 6(8), 6144–6163. https://mail.journalppw.com/index.php/jpsp/article/view/10905
Junaedi, D., Fikri, I. F., Kusaeri, K., Rusydiyah, E. F., & Asror, M. (2023). A Model of Modern Islamic Education: MAN Insan Cendekia in Indonesia and Imam-Hatip High School in Turkey. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 14(1), 55–77. http://dx.doi.org/10.24042/atjpi.v14i1.16069
Ludwig, D., & El-Hani, C. N. (2020). Philosophy of ethnobiology: Understanding knowledge integration and its limitations. Journal of Ethnobiology, 40(1), 3–20. https://doi.org/10.2993/0278-0771-40.1.3
Machouche, S., Bensaid, B., & Ahmed, Z. (2019). Crossroads between Islamic spirituality and the instruction of science. Kemanusiaan. https://doi.org/10.21315/kajh2019.26.s1.2
Maimunah, I., Huda, M., Haque, A., & Zubaidah, Z. (2021). Islamic Boarding School at University: A Strong Pathway for Integrating Religion and Science. J-PAI: Jurnal Pendidikan Agama Islam, 8(1). https://doi.org/10.18860/jpai.v8i1.15361
Manrai, L. A., Manrai, A. K., Lascu, D., & Friedeborn, S. (2019). Determinants and effects of cultural context: A review, conceptual model, and propositions. Journal of Global Marketing, 32(2), 67–82. https://doi.org/10.1080/08911762.2018.1449599
Mansour, N. (2011). Science teachers’ views of science and religion vs. The Islamic perspective: Conflicting or compatible? Science Education, 95(2), 281–309. https://doi.org/10.1002/sce.20418
Marshall, K. (2021). Impressions & indications of religious engagement in development. The Review of Faith & International Affairs, 19(sup1), 12–30. https://doi.org/10.1080/15570274.2021.1983358
Mårtensson, U., & Vongraven Eriksen, E.-A. (2018). Accurate Knowledge: Implications of ‘Lived Islamic Theology’for the Academic Study of Islamic Disciplines. Islam and Christian–Muslim Relations, 29(4), 465–483. https://doi.org/10.1080/09596410.2018.1523344
Mastiyah, I. M., & Lisyawati, E. (2022). Model Penyelenggaraan Program Madrasah Aliyah Negeri Insan Cendekia (MAN IC) Pekalongan Jawa Tengah. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 20(1), 59–78. https://doi.org/10.32729/edukasi.v20i1.1123
McGrath, A. E. (2020). Science & religion: A new introduction. John Wiley & Sons.
Mohsen, M., Siregar, I., & Ahmad, A. K. (2023). Pengelolaan Program Pendidikan Madrasah Aliyah Negeri Insan Cendekia: Studi Kasus di MAN IC Sorong. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 21(3), 352–370. https://doi.org/10.32729/edukasi.v21i3.1670
Muawanah, M. (2021). Student management to improve the quality of education in effective schools (a case study at man insan cendekia serpong). Didaktika Religia, 9(1), 1–18. https://doi.org/10.30762/didaktika.v9i1.3040
Muhamad, A., Syihab, A. H., & Ibrahim, A. H. (2020). Preserving human–nature’s interaction for sustainability: Quran and Sunnah perspective. Science and Engineering Ethics, 26(2), 1053–1066. https://doi.org/10.1007/s11948-020-00192-7
Mujahidin, A. (2018). The Dialectic of Qur’an and Science: Epistemological Analysis of Thematic Qur’an Interpretation Literature in the Field of Social Sciences of Humanities. ESENSIA: Jurnal Ilmu-Ilmu Ushuluddin, 19(2), 209–227. https://doi.org/10.14421/esensia.v19i2.1563
Mulyani, M., Syafii, W., & Firdaus, L. (2020). Improvement on Student LearniInterest through the Integrated Sciences Learning Based on Webbed Model. Journal of Educational Sciences, 4(1), 53–61. http://dx.doi.org/10.31258/jes.4.1.p.53-61
Mustaqiim, A., & Azani, M. Z. (2024). Implementation of Curriculum Integration in The Boarding School Program. JIE (Journal of Islamic Education), 9(1), 295–308. https://doi.org/10.52615/jie.v9i1.387
Muttaqin, T., Wittek, R., Heyse, L., & van Duijn, M. (2020). The achievement gap in Indonesia? Organizational and ideological differences between private Islamic schools. School Effectiveness and School Improvement, 31(2), 212–242. https://doi.org/10.1080/09243453.2019.1644352
Nasser, A. A., Trisnamansyah, S., Mudrikah, A., & Iriantara, Y. (2022). Strengthening Character Education of Madrasah Students Based on Boarding School. International Journal of Educational Research and Social Sciences (IJERSC), 3(2), 653–667. https://doi.org/10.51601/ijersc.v3i2.320
Newberg, A. (2018). Neurotheology: How science can enlighten us about spirituality. Columbia University Press.
Ozdem-Yilmaz, Y., & Bilican, K. (2020). Discovery Learning—Jerome Bruner. Science Education in Theory and Practice: An Introductory Guide to Learning Theory, 177–190. https://doi.org/10.1007/978-3-030-43620-9_13
Polat, Ö., Sezer, T., & Akyol, N. A. (2022). Collaborative learning with mind mapping in the development of social skills of children. Participatory Educational Research, 9(1), 463–480. https://doi.org/10.17275/per.22.25.9.1
Puspita, R. D., Hoerudin, C. W., & Yudiantara, R. A. (2020). Integrating Thematic Instruction Using Webbed Curricula Model to Improve Students’ Reading Comprehension on Informational Text. Anatolian Journal of Education, 5(2), 1–18. https://eric.ed.gov/?id=EJ1269829
Rutjens, B. T., Heine, S. J., Sutton, R. M., & van Harreveld, F. (2018). Attitudes towards science. In Advances in experimental social psychology (Vol. 57, pp. 125–165). Elsevier. https://doi.org/10.1016/bs.aesp.2017.08.001
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Saepudin, J. (2019). Pendidikan agama islam pada sekolah berbasis pesantren: Studi kasus pada SMP al muttaqin kota tasikmalaya. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 17(2). https://doi.org/10.32729/edukasi.v17i2.559
Sahil, J., Zubaidah, S., Corebima, A. D., Gofur, A., & Saefi, M. (2024). The practice of science and religion integration: Evidence from an Indonesian Islamic school. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(1), 12–26. https://doi.org/10.22219/jpbi.v10i1.31020
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335. https://doi.org/10.3390/rel9110335
Sa’idah, E. M., Sri, M., & Edison, E. (2023). Scrutinizing Middle School Teachers’ Knowledge and Perception on the Integration of Science and Religion. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1194–1203. https://doi.org/10.35445/alishlah.v15i2.3312
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Shaikh, S. A. (2018). Making sense of our existence: The scientific and religious worldview. International Journal of Ethics and Systems, 34(4), 593–607. https://doi.org/10.1108/IJOES-08-2018-0116
Sharadgah, T. A., Sa’di, R. A., & Yaseen, M. S. (2023). Probing the Role of Writing Tasks in Furthering Self-directed, Self-Corrective Problem-Solving Skills among Undergraduate Students. International Journal of Linguistics Studies, 3(2), 27–33. https://doi.org/10.32996/ijls.2023.3.2.4
Sopandi, E. (2019). Evaluation of Leading Education Program on Madrasah Aliyah Negeri Insan Cendekia Serpong Tangerang Selatan. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 17(2). https://doi.org/10.32729/edukasi.v17i2.612
Suparjo, S., Hanif, M., & Senja, D. I. (2021). Developing Islamic science based integrated teaching materials for Islamic religious education in Islamic high schools. Pegem Journal of Education and Instruction, 11(4), 282–289. https://doi.org/10.47750/pegegog.11.04.27
Suprapto, S., & Sumarni, S. (2022). Implementasi Integrasi Ilmu di PTKI: Integrasi Dalam Tridarma Perguruan Tinggi. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 20(2), 119–132. https://doi.org/10.32729/edukasi.v20i2.1246
Suryadi, B., Ekayanti, F., & Amalia, E. (2018). An integrated curriculum at an islamic university: Perceptions of students and lecturers. Eurasian Journal of Educational Research, 18(74), 25–40. https://doi.org/10.14689/ejer.2018.74.2
Syaifuddin, M. (2020). The Implementation of Integrated Islamic Education Model at MAN Insan Cendekia Pekalongan. Edukasia Islamika: Jurnal Pendidikan Islam, 5(1), 68–87. https://doi.org/10.28918/jei.v5i1.1061
Tambak, S., Ahmad, M. Y., Sukenti, D., & Siregar, E. (2022). Faith, Identity Processes and Science-Based Project Learning Methods for Madrasah Teachers. Al-Ishlah: Jurnal Pendidikan, 14(1), 203–216. https://doi.org/10.35445/alishlah.v14i1.1184
Taufik, O. A. (2022). Evaluasi Pelaksanaan Program Madrasah Unggulan: Studi Kasus Man Insan Cendekia OKI Sumatera Selatan. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 20(2), 168–182. https://doi.org/10.32729/edukasi.v20i2.1296
Tiruneh, D. T., De Cock, M., & Elen, J. (2018). Designing learning environments for critical thinking: Examining effective instructional approaches. International Journal of Science and Mathematics Education, 16, 1065–1089. https://doi.org/10.1007/s10763-017-9829-z
Tomalin, E., Haustein, J., & Kidy, S. (2019). Religion and the sustainable development goals. The Review of Faith & International Affairs, 17(2), 102–118. https://doi.org/10.1080/15570274.2019.1608664
Wilmot, K., & McKenna, S. (2018). Writing groups as transformative spaces. Higher Education Research & Development, 37(4), 868–882. https://doi.org/10.1080/07294360.2018.1450361
Winarno, N., Rusdiana, D., SUSİLOWATİ, E., & AFİFAH, R. M. A. (2020). Implementation of integrated science curriculum: A critical review of the literature. Journal for the Education of Gifted Young Scientists, 8(2), 795–817. https://doi.org/10.17478/jegys.675722
Yusuf, K. M. (2022). Model Integrasi Sains dan Islam. Malang: CV. Literasi Nusantara Abadi, 141.
Zabidi, F. N. M., Abd Rahman, N., & Halim, L. (2021). Integration of islamic values for environmental conservation: An analysis of school textbooks. Religions, 12(7), 509. https://doi.org/10.3390/rel12070509
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Agus Riwanda, Hisbullah Huda, Nadlir Nadlir, Achmad Yani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
