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All Journal Studies in Philosophy of Science and Education
Santoso, Irsyad Yusuf
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Education

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The Validity Analysis of Integration Between Science and Religion in Static Fluid Materials Santoso, Irsyad Yusuf; Suprapto, Nadi; Hidaayatullaah, Hasan Nuurul; Sanjaya W. S., Mada; Turekhanova, Kunduz
Studies in Philosophy of Science and Education Vol. 5 No. 1 (2024): March
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v5i1.395

Abstract

Learning science and religion is a combination of knowledge or science with relevant verses of the Al-Qur’an. Education is not only a means of gaining general knowledge through subjects, but also covers aspects of life as a whole, including religious morals. Considering that natural phenomena are so vast, it would be a shame if students are not given enough integration between science and religion, one of which is in physics lessons. The researcher took the initiative to carry out the application of science and religion further in the hope of providing a solution, namely by teaching physics, fluid material, integrated with verses from the Al-Al-Qur’an. This study employs mixed or combined research (mixed methods) with the type of Explanatory Design. Specifically, data collection and analysis of quantitative data are done in the first stage, and then qualitative data are collected and analyzed in the second stage. The integration of science and religion for the fluid material used produces an average value that is categorized as very good. Apart from that, the material from the validation results uses 3 foundations, namely the theological basis (hadârat an-nas), philosophical basis (hadârat al-falsafah), and scientific basis (hadârat al-'ilm). So that the verses of the Al-Qur’an become the main source of the theological basis for the idea of integration by including religious elements, then the scientific or scientific basis which includes the basics of static fluid physics, and the philosophical basis which includes the field of philosophy to connect these two things.
Assessment of Teaching Modules as Physics Teachers' Review of Ethnoscience Issues in the Context of Rebana Nasution, Nabila Nur Almaida; Santoso, Irsyad Yusuf; Suprapto, Nadi; Habibi, H; Hidaayatullaah, Hasan Nuurul; Putri, retty Oktianti Menur Kusuma
Studies in Philosophy of Science and Education Vol. 5 No. 3 (2024): November
Publisher : National Dong Hwa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v5i3.677

Abstract

This study aims to assess an ethnoscience-based physics learning module in the context of rebana from the perspective of science and engineering teachers, focusing on the relevance of scientific content to local culture, the dimensions of scientific literacy, and the module's contextual appeal and associated challenges. Employing a mixed-methods approach with an explanatory design, the study began with the collection of quantitative data using a Likert-scale instrument administered to 40 purposively selected respondents, followed by in-depth interviews to explore contextual ethnoscience issues and the types of support needed. The results indicated that most respondents provided highly positive feedback on the integration of physics content with ethnoscience, evaluating the module as an effective and engaging learning tool. However, challenges persist, particularly regarding teachers’ limited understanding, lack of relevant learning resources, and the difficulty of connecting local culture with abstract scientific concepts. Therefore, support in the form of professional development, the creation of contextual learning media, cross-sector collaboration, and adaptive educational policies is essential to ensure the effective and sustainable implementation of ethnoscience-based physics learning.
Co-Authors Habibi, H Hidaayatullaah, Hasan Nuurul Nadi Suprapto Nasution, Nabila Nur Almaida Putri, retty Oktianti Menur Kusuma Sanjaya W. S., Mada Turekhanova, Kunduz