Mohd Fauzan

Integration of Islam and Science in Learning at Private Islamic Religious Colleges

Introduction

Integration of islam and science in learning at private islamic religious colleges. Explore the Cross-Philosophical Integration Model of Islam & Science in learning at Private Islamic Religious Colleges in Pekanbaru. Discover its implementation, factors, and implications for holistic education.

Abstract

The aim of this research is to identify the model of Integration of Islam and Science in Learning at Private Islamic Religious Colleges in Pekanbaru City and to explore the supporting and inhibiting factors influencing its implementation. This study employed a qualitative research approach. Data were collected through observation and interviews and analyzed descriptively. The findings reveal that the Integration of Islam and Science in Learning at Private Islamic Religious Colleges in Pekanbaru City is implemented through the Cross-Philosophical Integration Model, which is grounded in the values of Pancasila. The integration is institutional in nature, emphasizing mutual support between Islamic values and scientific knowledge in achieving learning objectives. This integration is reflected in various learning components, including objectives, curriculum and learning materials, methods, media, and evaluation. The supporting factors include strong institutional commitment, the enthusiasm and collaboration of lecturers and leaders, and improved relationships between lecturers and students. Meanwhile, the inhibiting factors consist of limited awareness among some lecturers and educational staff, insufficient understanding of the integration concept, inadequate campus environment and infrastructure, and a curriculum that has not fully accommodated the integration of Islam and science. The implications of this research indicate that the Cross-Philosophical Integration Model can serve as a conceptual and practical framework for strengthening the integration of Islam and science in learning at Islamic higher education institutions. Furthermore, the findings contribute to the development of policies, curriculum design, and learning practices that promote a more holistic, integrative, and value-based educational system.

Review

This research addresses a highly relevant and timely topic concerning the integration of Islam and Science within the context of Private Islamic Religious Colleges (PIRCs). The study effectively sets out to identify existing integration models and the factors influencing their implementation in Pekanbaru City. Employing a qualitative research approach, with data gathered through observation and interviews, the study provides a detailed, descriptive analysis. A significant finding is the identification of a "Cross-Philosophical Integration Model" grounded in Pancasila values, which permeates various learning components from objectives to evaluation. The comprehensive identification of both supporting and inhibiting factors offers crucial insights into the practical challenges and enablers of this integration. The strength of this study lies in its empirical investigation of a conceptual challenge, providing a concrete model for how the integration of Islam and science is being operationalized at the institutional level. The detailed breakdown of where this integration manifests (curriculum, methods, media, evaluation) demonstrates a thorough exploration of the learning process. Furthermore, the identification of practical factors – from institutional commitment and lecturer enthusiasm to awareness gaps and infrastructure limitations – offers actionable intelligence for educational leaders and policymakers. The grounding of the integration model in Pancasila adds a unique contextual dimension, suggesting a culturally resonant approach to reconciling faith and scientific inquiry. While the abstract clearly outlines the findings, future iterations of the full paper could benefit from further elaboration on the specific theoretical underpinnings of the "Cross-Philosophical Integration Model" and how Pancasila values concretely inform its cross-philosophical nature. Additionally, although the analysis is descriptive, a deeper discussion on the nuances of the qualitative data, perhaps through illustrative examples from interviews or observations, could further enrich the understanding of how these concepts are perceived and enacted by stakeholders. Nevertheless, the study's implications for policy development, curriculum design, and learning practices are substantial, positioning the identified model as a valuable framework for fostering a more holistic and value-based educational system in Islamic higher education institutions.

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