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All Journal Al-Alam : Islamic Natural Science Education Journal Indonesian Journal of Science and Education
Enggal Mursalin
Tadris IPA UIN A.M. Sangadji Ambon
Biochemistry, Genetics & Molecular Biology Chemistry Education Materials Science & Nanotechnology Physics

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PENGARUH PENERAPAN MODEL PROJECT CREATIVE LEARNING TERHADAP HASIL BELAJAR SISWA KELAS VII PADA MATERI POKOK SIKLUS AIR Asriani Asriani; Zamrin Jamdin; Siti Mutiaraningsih Asshagab; Enggal Mursalin
Al-Alam: Islamic Science Education Journal Vol 4 No 2 (2025): (Edisi Juli) Inovasi dalam Pembelajaran Sains
Publisher : LP2M UIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/al-alam.v4i2.13889

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Project Creative Learning (PCL) terhadap hasil belajar siswa pada materi pokok siklus air kelas VII di SMPN 23 Ambon. Penelitian ini menggunakan metode quasi eksperimen dengan desain penelitian nonequivalent control group design. Sampel penelitian terdiri dari dua kelas, yaitu kelas VII-A sebagai kelas eksperimen dan kelas VII-B sebagai kelas kontrol. Instrumen penelitian berupa tes pilihan ganda sebanyak 20 soal yang telah diuji validitas dan reliabilitasnya. Teknik analisis data menggunakan uji statistik independent sample t-test melalui aplikasi SPSS versi 29. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antara hasil belajar siswa yang menggunakan model PCL dan pembelajaran konvensional. Rata-rata nilai N-Gain pada kelas eksperimen sebesar 0,64 (kategori sedang) dan pada kelas kontrol sebesar 0,30 (kategori rendah), dengan nilai signifikansi (Sig. 2-tailed) sebesar 0,000 < 0,05. Hal ini menunjukkan bahwa penerapan model Project Creative Learning berpengaruh signifikan terhadap peningkatan hasil belajar siswa pada materi siklus air.
Developing Scientific–Religious Character through the Integration of Islamic Values and Self-Regulated Learning in Science Education Siti Mutiaraningsih Asshagab; Irwan Ledang; Muhtar Asshagab; Sri Milawati Asshagab; Enggal Mursalin
Indonesian Journal of Science and Education Vol. 9 No. 2 (2025): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

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Abstract

This study aims to examine the integration of Islamic values and self-regulation in science (IPA) learning and its role in developing students’ scientific–religious character. The study focuses on the “Matter and Energy” course in the second semester of the Science Education (Tadris IPA) Study Program in the 2024/2025 academic year. Science education is positioned not only as a process of mastering scientific concepts, but also as a means to internalize the values of Tawhid (the Oneness of God), cultivate a scientific mindset, and strengthen students’ responsibility as caliphs (stewards) in preserving the sustainability of Allah SWT’s creation. This research employs a qualitative descriptive approach with a purposive sampling technique involving eight students as research participants. Data were collected through classroom observations, in-depth interviews with lecturers and students, and analysis of students’ reflective learning documents compiled periodically. The data were analyzed thematically to reveal patterns of Islamic value integration, self-regulation practices, and their impact on student character development. The findings indicate that the integration of Islamic values is manifested through reflection on ayat kauniyah (signs of God in nature) relevant to energy concepts, the habituation of prayer in scientific activities, the implementation of responsible laboratory ethics, and the strengthening of ecological awareness as an expression of faith in action. Student self-regulation is reflected in their ability to set learning goals, manage learning strategies, monitor learning processes, and reflectively evaluate learning outcomes. The synergy between Islamic values and self-regulation fosters a scientific–religious character that is religious in intention, reflective in process, and independent in action, transforming science learning into a holistic and meaningful learning experience.
Co-Authors Asriani Asriani Ledang, Irwan Muhtar Asshagab Siti Mutiaraningsih Asshagab Sri Milawati Asshagab Zamrin Jamdin