<![CDATA[Special Relativity learning at the high school and college levels often faces obstacles due to the abstract, counterintuitive, and demanding nature of the concept of Newtonian concepts of space and time. Studies have shown that students, including non-science students, still retain misconceptions about simultaneity, time dilation, and mass-energy equality despite having received formal instruction. On the other hand, Indonesia's science literacy achievement in the Programme for International Student Assessment (PISA) 2022 has increased compared to 2018, but in absolute terms it still needs to be improved, especially in the aspects of critical thinking and philosophical awareness. This conceptual article aims to develop a Special Relativity learning model that integrates the approach of scientific inquiry with Islamic values as a reflective-philosophical framework, not as a means of proving physical theory. Through a review of narrative and critical literature and theoretical synthesis, this article combines the theories of constructivism, discovery learning, meaningful learning, experiential learning, inquiry-based learning, conceptual change, and STEM education with the idea of integrating knowledge from contemporary Muslim thinkers. The results of the synthesis produce a seven-stage conceptual model that moves from the orientation of physical phenomena to conceptual and reflective evaluation, with the stage of philosophical-Islamic reflection as a space for meaningful dialogue. This model is projected to strengthen science literacy based on the OECD PISA framework, critical thinking skills based on the Facione framework, as well as students' philosophical awareness of the limitations of science, scientific ethics, and human-nature-God relationship.]]>
Copyrights © 2026
