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All Journal Indonesian Science Education Journal (ISEJ) Women, Education, and Social Welfare
Bella Satiyo Putri
Universitas Islam Negeri Raden Intan Lampung
Agriculture, Biological Sciences & Forestry Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Integrating Islamic Values into the 9E Learning Cycle: Effects on Students’ Self-Confidence in Science Education Bella Satiyo Putri; Raicha Oktafiani
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.2067

Abstract

This study investigates the effects of integrating Islamic values into the 9E Learning Cycle model on students’ self-confidence in science education. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed, involving two intact classes of secondary school students selected through cluster random sampling, where the experimental group received instruction using the Islamic-integrated 9E Learning Cycle and the control group was taught using conventional methods. Data were collected using a validated self-confidence questionnaire, observation sheets, and supporting documentation, and were analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-test, Pearson correlation, and linear regression at a significance level of 0.05. The results revealed that the experimental group demonstrated a significantly higher improvement in self-confidence compared to the control group, with a moderate N-gain and statistically significant differences (p <0.05). Furthermore, correlation and regression analyses indicated a positive relationship between the instructional model and students’ self-confidence, with the model contributing meaningfully to variance in learning outcomes. These findings suggest that the integration of Islamic values within a structured constructivist framework effectively enhances students’ confidence by promoting active participation, reflective thinking, and meaningful engagement in science learning. In conclusion, the study confirms that a value-integrated inquiry-based model can simultaneously support affective development alongside cognitive processes in science education. The implications of this study highlight the importance of designing instructional approaches that integrate cultural and religious values with student-centered learning models to foster holistic educational outcomes, particularly in contexts where character development and academic achievement are equally prioritized.
Social Welfare Issues for Women in Urban Areas: A Systematic Review of Indonesian Literature Bayu Anshor Mursalin; Bella Satiyo Putri; Joice Amelia
Women, Education, and Social Welfare Vol. 1 No. 2 (2024): December 2024 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v1i2.244

Abstract

This study systematically reviews social welfare challenges faced by urban women in Indonesia and proposes policy recommendations to address gender-based disparities. Using a Systematic Literature Review (SLR) approach, five peer-reviewed articles published between 2020 and 2024 were analyzed. Findings reveal persistent structural and socio-economic inequalities, including limited access to education, employment, healthcare, and social protection. Vulnerable groups such as domestic workers, single mothers, and women at risk of socio-economic vulnerability (WRSE) remain marginalized despite existing welfare programs. Cultural norms, patriarchal values, and inconsistent implementation of gender-responsive policies exacerbate these challenges, especially in rapidly urbanizing areas. This review underscores the urgent need for inclusive, gender-sensitive, and participatory welfare strategies that strengthen women’s economic empowerment, improve access to social services, and enhance resilience against crises. By synthesizing contemporary evidence, this study provides insights for policymakers, educators, and stakeholders to develop equitable and sustainable urban welfare systems that foster gender equality and social justice.
The Contribution of the Islamic-Integrated 9E Learning Cycle Model to Students’ Scientific Literacy Raicha Oktafiani; Bella Satiyo Putri; Aryani Dwi Kesumawardani
ISEJ : Indonesian Science Education Journal Vol. 6 No. 3 (2025): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i3.2074

Abstract

This study aims to examine the contribution of the Islamic value-integrated 9E Learning Cycle model to students’ scientific literacy in secondary science education. A quasi-experimental design with a pretest-posttest control group was employed, involving two intact classes selected through cluster random sampling, where the experimental group was taught using the 9E Learning Cycle integrated with Islamic values and the control group received conventional instruction. Data were collected using a validated scientific literacy test, observation sheets, and questionnaires, and analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-test, Pearson correlation, and linear regression at a significance level of 0.05. The results revealed that the experimental group achieved higher posttest scores and a moderate N-gain (0.59) compared to the control group (0.34), with statistically significant differences (p < 0.05). Furthermore, correlation and regression analyses indicated a positive relationship between the learning model and scientific literacy, with a contribution of 17.3% to learning outcomes. These findings suggest that the integration of the 9E Learning Cycle with Islamic values effectively enhances students’ ability to interpret scientific phenomena, evaluate evidence, and apply scientific reasoning, while also fostering meaningful engagement in learning. In conclusion, the study confirms that a constructivist learning model enriched with value-based integration can simultaneously improve cognitive and affective dimensions of learning. The implications of this study highlight the importance of designing science instruction that integrates inquiry-based learning with ethical and cultural values to support holistic education and strengthen scientific literacy in diverse educational contexts.
Co-Authors Aryani Dwi Kesumawardani Bayu Anshor Mursalin Joice Amelia Raicha Oktafiani