Ismayani Ismayani, Dewi Sartika, Nursakinah Annisa Lutfin

PENGEMBANGAN MODUL PEMBELAJARAN FISIKA TERINTEGRASI ISLAM SAINS PADA MADRASAH ALIYAH

Introduction

Pengembangan modul pembelajaran fisika terintegrasi islam sains pada madrasah aliyah. Pengembangan modul pembelajaran fisika terintegrasi Islam-sains untuk Madrasah Aliyah. Modul ini terbukti valid, praktis, dan efektif meningkatkan hasil belajar siswa dengan model ADDIE.

Abstract

This research aims to develop a physics learning module integrated with the concept of Islamic-science at Madrasah Aliyah which is sought to meet the criteria of valid, practical and effective in the learning process. This module is designed by integrating Al-Quran verses and hadith on each subject matter of physics discussed. This research uses a Research & Development approach with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted at MAN 1 Majene, West Sulawesi. Data were collected through questionnaires and learning outcome tests. The results of the development of Islamic-science integrated physics learning modules are (1) declared valid with an average score of 3.05 from 3 expert validators; (2) declared practical by getting positive response scores from students during the learning process in terms of its use; (3) analysis of learning outcomes from all three aspects (cognitive, psychomotor, affective) is classified as effective with a good category. Based on these results, the physics learning module integrated with Islam-science meets the criteria of valid, practical, and effective.

Review

This study presents a timely and relevant endeavor in developing an Islamic-science integrated physics learning module for Madrasah Aliyah, addressing a critical need for educational materials that bridge secular science with religious tenets in an appropriate cultural and educational context. The research appropriately employs a Research & Development approach utilizing the well-established ADDIE model, demonstrating a systematic methodology from conceptualization to evaluation. The explicit aim to create a module that is valid, practical, and effective is clearly stated, setting a strong foundation for the study's objectives. The findings presented indicate a successful outcome against the defined criteria. The module achieved validity, supported by expert review, suggesting its content and pedagogical approach are sound. Furthermore, its practicality was affirmed by positive student responses during the learning process, highlighting its usability and engagement potential. Crucially, the module demonstrated effectiveness across all three learning domains—cognitive, psychomotor, and affective—which is a robust indicator of its impact on student learning outcomes. This comprehensive evaluation of the module’s attributes underscores its potential as a valuable resource for physics education in Madrasah Aliyah. While the abstract effectively highlights the positive outcomes, a more detailed discussion in the full manuscript would significantly enhance its contribution. For instance, elaborating on the specific scale used by validators for validity (e.g., what constitutes a 3.05 score), quantifying student responses for practicality, and providing clearer metrics for the "good category" of learning effectiveness would strengthen the empirical evidence. Additionally, a deeper insight into the *specific methods* of integrating Al-Quran verses and Hadith into physics concepts, beyond mere mention, would be invaluable for replication and broader understanding. Nevertheless, this research offers a promising framework for culturally and religiously sensitive science education, meriting further development and broader application.

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