<![CDATA[The integration of monotheistic values (tawhid) into science lessons for Islamic elementary school students at Madrasah Ibtidaiyah (MI) continues to attract academic attention because it reflects a long-standing tension in Islamic education between religious and scientific modes of knowledge. Using a literature review method, this study aims to identify the forms or paradigms in which monotheistic values are integrated into science teaching, the internal and external factors that shape this integration, and its constructive and problematic implications for students. The study found that integration typically takes three forms: building a monotheistic paradigm for understanding nature and science, developing a monotheistic-oriented science learning model, and developing students who are faithful, knowledgeable, and responsible. Internally, integration is shaped by students' motivation, readiness to learn, and belief in monotheism. Externally, integration is shaped by prevailing societal views that separate science from religion, demands for character-based quality education, and the involvement of schools, families, and communities. When integration is implemented proportionally and based on sound pedagogy, it strengthens faith, arouses interest in science, and fosters gratitude and responsibility. However, if teachers are not well prepared or integration is forced without conceptual depth, it risks creating confusion or a shallow understanding of scientific concepts. The study concludes that realizing the pedagogical potential of this integration requires a balanced and developmentally appropriate approach, grounded in a sound understanding of science and monotheism..]]>
