<![CDATA[The dichotomy between religious knowledge and science in the madrasah education system in Indonesia has created an epistemological gap that hinders the development of students' scientific literacy and erodes the depth of their religious beliefs. This study aims to analyze the effectiveness of the Biology-Fiqh integrative approach in improving scientific literacy and religious beliefs of students at Madrasah Aliyah Muhammadiyah in Bima City. This study adopted a quasi-experimental design with a pre-test-post-test control group design involving 68 eleventh-grade students divided into an experimental group (n=34) and a control group (n=34). The research instruments included an adapted PISA 2022 framework-based scientific literacy test, a validated religious belief scale, a cognitive engagement observation sheet, and a semi-structured interview guide. Data analysis used ANCOVA, Cohen's d effect size test, and thematic analysis for qualitative data. The results showed that the experimental group experienced a significant increase in scientific literacy (M gain = 28.4; d = 1.12; p < 0.001) compared to the control group (M gain = 11.7; d = 0.48). Religious belief also increased significantly in the experimental group (M gain = 19.6; d = 0.89; p < 0.001). Qualitative analysis revealed four main themes: transformation of epistemological perspectives, strengthening of Muslim-scientist identity, resolution of cognitive conflict between science and religion, and learning motivation based on religious meaning-making. This study contributes to the development of a contextual integrative pedagogical model for madrasahs in eastern Indonesia and offers an operational framework for teachers in implementing science integration based on Islamic values.]]>
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