A Scientific Literacy Model Integrated with Islamic Values through Technology Project-Based Learning
Downloads
This study aims to analyze the effectiveness of a scientific literacy learning environment model integrated with Islamic values through the Technology Project-Based Learning (TPjBL) approach in improving the scientific literacy of SMP/MTs students. This research employed a quantitative approach using a quasi-experimental pretest-posttest control group design. The research subjects consisted of 68 students divided into an experimental group of 34 students and control group of 34 students. The experimental group received treatment through the TPjBL model integrated with the values of amanah, ihsan, and khalifah, while the control group received conventional instruction previously implemented by the science teacher in collaboration with the Islamic education teacher. The research instrument was a scientific literacy test with scores ranging from 0 to 100. The data were analyzed using the Shapiro-Wilk normality test, Levene’s homogeneity test, paired-samples t-test, independent-samples t-test, and N-Gain analysis. The results showed that the mean score of the experimental group increased from 55.87 in the pretest to 87.42 in the posttest, with an N-Gain score of 0.62 in the moderate category. Meanwhile, the control group increased from 55.16 to 66.94, with an N-Gain score of 0.27 in the low category. The independent-samples t-test revealed significant differences between the experimental and control groups in posttest scores (t = 6.879; p < 0.001) and N-Gain scores (t = 10.014; p < 0.001). These findings indicate that the scientific literacy learning environment model integrated with Islamic values through the TPjBL approach is more effective than conventional instruction. This model not only improves students’ scientific literacy but also strengthens their engagement in real-world projects, data use, collaboration, reflection, and the internalization of Islamic values in science learning.
M. Meghnagi and M. Tuccio, “The recognition of prior learning: Validating general competences,” in OECD Social, Employment and Migration Working Papers, 2022. [Online]. Available: https://dx.doi.org/10.1787/2d9fb06a-en
C. Liu, H. Padhan, V. Rekha, and G. Gozgor, “The path to green growth in OECD economies: The role of energy transition and education,” Energy Econ., vol. 145, no. November 2024, p. 108419, 2025, doi: 10.1016/j.eneco.2025.108419.
P. Saha, A. Sengupta, and P. Gupta, “Influence of personality traits on generation Z consumers’ click-through intentions towards personalized advertisements: A mixed-methods study,” Heliyon, vol. 10, no. 15, p. e34559, 2024, doi: 10.1016/j.heliyon.2024.e34559.
L. Wallerich, C. Decroix, L. Robert, and L. Cambon, “Realist evaluation of the impact and transferability of a greening of school playgrounds program: The APPIE GREEN study protocol,” Wellbeing, Sp. Soc., vol. 8, no. November 2024, p. 100274, 2025, doi: 10.1016/j.wss.2025.100274.
Husamah, A. Rahardjanto, T. I. Permana, and N. Lestari, “Islam and sustainability issues, how far has the relationship progressed? A bibliometric analysis,” Jan. 01, 2025, Elsevier Ltd. doi: 10.1016/j.ssaho.2025.101703.
Fahyuni, E. F. Wasis et al., “Integrating islamic values and science for millennial students’ learning on using seamless mobile media,” J. Pendidik. IPA Indones., vol. 9, no. 2, pp. 231–240, 2020, doi: 10.15294/jpii.v9i2.23209.
T. Nakae, S. Maruyama, T. Ogawa, S. Hasegawa, M. Obana, and Y. Fujio, “Application of one-class classification using deep learning technique improves the classification of subvisible particles,” J. Pharm. Sci., 2024, doi: 10.1016/j.xphs.2024.11.023.
D. Guan, S. Zhang, J. Sun, and E. He, “How to breakthrough disparities in scientific literacy of different family background: The mediating role of self-directed learning efficacy and the moderating role of family support,” Acta Psychol. (Amst)., vol. 261, Nov. 2025, doi: 10.1016/j.actpsy.2025.105817.
Y. Sun and M. Yang, “Teaching strategy of innovation and entrepreneurship education and mathematical modelling course integration based on cluster analysis,” Syst. Soft Comput., vol. 7, no. September 2024, p. 200388, 2025, doi: 10.1016/j.sasc.2025.200388.
J. G. Vargas-Hernández and O. C. Vargas-González, “Strategies for meaningful learning in higher education,” J. Res. Instr., vol. 2, no. 1, pp. 47–64, 2022, doi: 10.30862/jri.v2i1.41.
F. Wulandari, S. Sukardi, and M. Masyhuri, “Pengaruh Model Pembelajaran Inkuiri Terbimbing (Guide Inquiry) Berbantuan Media Power Point Terhadap Kemampuan Berpikir Kritis Siswa,” J. Ilm. Profesi Pendidik., vol. 7, no. 3, pp. 1327–1333, 2022, doi: 10.29303/jipp.v7i3.752.
L. Mason, L. Y. Mastromatteo, C. Rocchi, and S. Scrimin, “Examining the learning benefits of school lessons in green spaces,” Int. J. Educ. Res., vol. 134, no. August, p. 102770, 2025, doi: 10.1016/j.ijer.2025.102770.
J. A. Esponda Perez, S. M. Galindo, M. Farooq, S. Ejaz, S. Ahmed, and F. Ejaz, “Examining pro-environmental behavior through green human resource management and green innovation moderating role of environmental strategy,” Asia Pacific Manag. Rev., vol. 30, no. 1, p. 100345, 2025, doi: 10.1016/j.apmrv.2024.100345.
A. Siciliano, “Prioritizing ecological values with Sequential Hierarchical Intersection Layers (SHIL): a case study from a Mediterranean biodiversity hotspot,” J. Nat. Conserv., vol. 89, Jan. 2026, doi: 10.1016/j.jnc.2025.127103.
S. W. Abas, “Integrasi Pendidikan Al-Qur’an Dalam Pembelajaran Ipa,” pp. 1–12, 2020.
R. Yang and H. Yagi, “Evaluating occupational values in Japan’s urban farming: A comparison between the Likert scale and Best-Worst Scaling methods,” Cities, vol. 155, no. September, p. 105485, 2024, doi: 10.1016/j.cities.2024.105485.
C. Zhong et al., “The use of virtual reality-assisted interventions on psychological well-being and treatment adherence among kidney transplant recipients: A randomized controlled study,” Acta Psychol. (Amst)., vol. 253, no. December 2024, p. 104700, 2025, doi: 10.1016/j.actpsy.2025.104700.
J. W. Cresswell, Research Design. Qualitative Approaches, Quantitative and Mixed Methods. Publication, (Fourth Edi). Sage, 2022.
S. Kholifatun, D. Andrian, A. Sthephani, and E. Dacara, “The Influence of Teacher Technology Ability , Parental Support , Teacher Competence , Learning Environment , and Learning Interest on Learning Outcomes with The Moderating Variable of Learning Motivation,” J. Innov. Educ. Cult. Res., vol. 6, no. 2, pp. 315–326, 2025, doi: 10.46843/jiecr.v6i2.1829.
E. Fahyuni, Rusijono, and S. Masitoh, “The Guided-Inquiry-Worksheet Stimulating Process Skills and Concept Understanding in Indonesia Junior High School,” Asian J. Educ. Soc. Stud., vol. 3, no. 1, pp. 1–10, 2018, doi: 10.9734/ajess/2019/44645.
D. Guo, R. L. M. Ramos, and F. Wang, “Qualitative online interviews: Voices of applied linguistics researchers,” Res. Methods Appl. Linguist., vol. 3, no. 3, p. 100130, 2024, doi: 10.1016/j.rmal.2024.100130.
D. Wang and X. Liu, “The effects of cognitive information processing and social cognitive career group counseling on high school students’ career adaptability,” Front. Psychol., vol. 13, no. September, pp. 1–8, 2022, doi: 10.3389/fpsyg.2022.990332.
B. Abu-Salih and S. Alotaibi, “A systematic literature review of knowledge graph construction and application in education,” Heliyon, vol. 10, no. 3, p. e25383, 2024, doi: 10.1016/j.heliyon.2024.e25383.
T. de Jong et al., “Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities,” Educ. Res. Rev., vol. 44, no. April, p. 100623, 2024, doi: 10.1016/j.edurev.2024.100623.
J. Zhang, Y. Ge, J. Du, and Z. Hu, “The investigation of EFL teachers’ cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum,” Acta Psychol. (Amst)., vol. 252, no. September 2024, p. 104673, 2025, doi: 10.1016/j.actpsy.2024.104673.
S. Merrian, Qualitative Research: A Guide to Design and Implementation, Revised and Expanded from Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass, San Francisco, 2009. [Online]. Available: https://eric.ed.gov/?id=ED415771
L. Velasquez-Camacho, M. Willaredt, P. Singh, and A. Ossola, “Bleeding green: California’s schools are rapidly losing tree canopy cover,” Urban For. Urban Green., vol. 113, p. 129117, 2025, doi: 10.1016/j.ufug.2025.129117.
M. Yusuf, “The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement,” Procedia - Soc. Behav. Sci., vol. 15, pp. 2623–2626, 2011, doi: 10.1016/j.sbspro.2011.04.158.
J. Morinaj and T. Held, “Stability and change in student well-being: A three-wave longitudinal person-centered approach,” Pers. Individ. Dif., vol. 203, no. November 2022, p. 112015, 2023, doi: 10.1016/j.paid.2022.112015.
N. Chander, M. L. Siow, S. Ramachandran, P. Kunasekaran, and T. Rathakrishnan, “Conceptualizing inclusive learning and development: A framework towards entrepreneurial competency practices for sustainability,” Sustain., vol. 12, no. 17, pp. 1–20, 2020, doi: 10.3390/SU12176905.
P. García-Llamas, A. Taboada, P. Sanz-Chumillas, L. Lopes Pereira, and R. Baelo Álvarez, “Breaking barriers in STEAM education: Analyzing competence acquisition through project-based learning in a European context,” Int. J. Educ. Res. Open, vol. 8, no. November 2024, 2025, doi: 10.1016/j.ijedro.2025.100449.
H. Hasmawaty, U. Usman, and I. Intisari, “Improving Children’s Science Skills Through Play Activities in Outdoor Play,” Temat. J. Pemikir. dan Penelit. Pendidik. Anak Usia Dini, vol. 9, no. 1, p. 45, 2023, doi: 10.26858/tematik.v9i1.47953.
H. Moreno-Casado, F. M. Leo, M. López-Gajardo, T. García-Calvo, R. Cuevas, and J. J. Pulido, “Teacher leadership and students’ psychological needs: A multilevel approach,” Teach. Teach. Educ., vol. 116, 2022, doi: 10.1016/j.tate.2022.103763.
O. L. Agusta, “The Correlation Between Students’ Learning Styles And Students’ Writing Achievement,” Linguist. J. Linguist. Lang. Teach., vol. 5, no. 2, pp. 68–77, 2019.
Copyright (c) 2026 Eni Fariyatul Fahyuni, Nuril Huda, Muhajir
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
