Islam Integration toward Science Education to Improve Students’
Science Literacy: Islamic School Stakeholders’ Perspectives
Ulil Fitriyah
1
, Abdul Ghofur
2
, Ratna Nurdiana
2
and Syafiyah
1
1
Department of English Literature, UIN Maulana Malik Ibrahim, Malang, Indonesia
2
Department of Social Science Education, STKIP PGRI, Lamongan, Indonesia
Keywords: Islam Integration, Islamic Schools, Science Education, Science Literacy
Abstract: The backdrop of this research is the low level of Indonesian Moslem students’ science literacy. Studies
indicated that one of the reasons is due to the students’ lack of interest to scientific study. Whereas, in the
middle age Islam had reached to glory of scientific Moslem scholars whose inventories have been being
used by many modern scientists and as the foundation for the development of modern science. This research
aims to explore Islamic school stakeholders’ perspectives toward Islam and science integration to improve
students’ science literacy. The data were taken from twelve schools in East Java: Malang and Lamongan,
through interview, non-participant observation, questionnaire and ethnographic video. The result of the
research reveals that (1) Islam integration toward Science education are expected to be implemented in by
Islamic schools’ stakeholders; (2) the integration of Islam and Science has been addressed in Indonesian
National Curriculum 2013, but the implementation has not been optimally applied in the schools; and (3)
Islamic education stakeholders agree that Islamic integration toward science education leads to the
improvement of students’ science literacy in Islamic junior high school in East Java.
1 INTRODUCTION
Science literacy has been being introduced in
Indonesia since 1993, yet its development is slightly
detained. Since the very first time Indonesia has
joined the Program for International Student
Assessment (PISA) in 2000, the result of students
science achievement has not met the target even
fallen into decline. In joining the PISA test, the
result shows that Indonesian students’ science
literacy is constantly in the tenth lowest score under
the International score which is 500. Indeed,
Indonesia was in the second lowest place from 65
countries following the test with the total score 382
in 2012. Indonesian students’ science literacy score
had increased 21 points in 2015, yet this is an
insignificant improvement since this score still puts
Indonesia in the ninth lowest place from 69
participated countries with the total score 403
(OECD, 2016). In the same case, the low level of
Indonesian students’ science literacy is also shown
by the result of a survey conducted by the Trends in
International Mathematics and Science Study
(TIMSS). From the survey, the result indicates that
Indonesian students’ science competence is in the
44
th
place from 47 surveyed countries (TIMMS,
2015). Precisely, this indicates that Indonesian
students’ science competence still tremendously falls
behind the international standard, indeed from the
other Asian countries such as Vietnam and Thailand.
Literally science literacy means knowing science,
or in Indonesian term, it is called “Melek Sains”.
However, the definition of science literacy is not that
simple (Holbrook & Rannikmae, 2009; Ogunkala,
2013) because each scientist defines the science
literacy differently (Ogunkala, 2013). According to
Good, et al (2000), the term scientific literacy is
difficult to define clearly because "science" itself is
constantly changing and growing in understanding
the world and its content. However, according to
Dragos and Mih (Dragos & Mih, 2015), the
definitions put forward by these experts are
essentially the same i.e. Referring to the ability of a
student or a person to utilize the knowledge he
possesses into the real conditions of his daily life.
This means that today's science education should not
be to prepare learners to become a scientist, but
generally more to what Holbrook & Rannikmae
(2009) called part of "life skill," which is necessary
for every individual as a provision to face the
Fitriyah, U., Ghofur, A., Nurdiana, R. and Syafiyah, .
Islam Integration toward Science Education to Improve Students’ Science Literacy: Islamic School Stakeholders’ Perspectives.
DOI: 10.5220/0009927313311338
In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1331-1338
ISBN: 978-989-758-458-9
Copyright
c
2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
1331
challenges of the modern era which is rapidly
changing.
In the context of science education in Indonesia,
science literacy competence—as recommended by
UNESCO should be a goal setting in science
education (Fensham, 2008), has been accommodated
in the Indonesian national curriculum since 2006
through Education Unit Level Curriculum—or
known as KTSP (Anjarsari, 2014). In the KTSP, the
achievement of science literacy capability is clearly
stated in the graduate competency standard—called
SKL, of science subjects which stated that the
purpose of science learning is not just to understand
the concepts of science, but beyond that, students
should be able to apply the learning results in the
context of their daily life in their surrounding
environment (Betari, et. All, 2016). Along with the
change of national curriculum KTSP into
Curriculum 2013 (K13), scientific literacy
competence at the level of science education
achievement is more precisely described (Anjarsari,
2014). In K13, students' graduation competencies
are not measured only from the cognitive domain,
but from the four core competencies—called KI, i.e.
The religious aspects in KI 1, the social aspects in
KI 2, the cognitive / knowledge aspects of KI 3 and
the aspects of knowledge application in KI 4. In fact,
although the aspect of science literacy achievement
has been accommodated in the K13, the results of
the Indonesian students’ science literacy are still
low. This indicates that the science education
curriculum applied is still not optimally able to
improve the competence of students’ science
literacy.
In the implementation of science teaching and
learning in schools, Sari (2012) mentioned that
science is often introduced to students as a well-
established product. This means that students are
taught the theories, concepts and laws of science by
memorizing. At this time, although the curriculum of
science education has changed according to the
demands of the times, yet science learning is still
memorized and taught in the conventional way
(Betari, et. All, 2016). Furthermore, Betari et al said
that in the learning model the teacher still acts as a
central information and the learning activities only
serves as a process of transfer of knowledge; science
is not / has not been taught contextually and still
becomes abstract concepts (Betari, et. All, 2016).
Therefore, the lack of utilizing the socio-cultural
environment which can be used as a source of
learning, and it puts Indonesian in the world’s lowest
place of scientific literacy competence
(Nadhifatuzzahroh, et al., 2015)
Along with the changing demands of the 21st
century, according to Gunstone (2013) in an effort to
increase the science literacy of students, science
education should be based on culture and local
wisdom. This approach—better known as Ethno-
science, is an approach that integrates local culture
to create learning environments and learning
experiences in science learning (Sardiyo, 2005).
Thus, in the context of science education in
Indonesia, where Muslims as the majority of the
population, the integration of Islam to science
subjects, especially for Islamic schools can be used
as an effort to increase the learners’ science literacy
competence.
This study aims to examine how the integration
of Islam to science can help increase the students’
literacy of science in Islamic schools. The rationale
in conducting this research begins with the result of
a preliminary study on the lack of interest of Islamic
school students in science and mathematics.
Madrasah or pesantren, often becomes the second
choice of the community because it is considered for
their incapability to produce prospective scientists in
the field of science. Yet when we turn back to the
history of Islamic glory in the middle ages, many
scientific discoveries, which later became the
foundation for the development of modern science,
actually produced by Muslim scientists.
The findings of this study should make an
important contribution in providing valuable
information, especially for the decision maker in the
central government. Further, this research outcome
can be used as a basic need analysis to develop an
integrative science learning which encourages
students to learn science contextually and meet the
Moslem students’ need. Through integrative science
learning, students are stimulated to think and rethink
what is behind the science—science is not only
taught as natural concepts or theories, but it goes
beyond, science leads students to have deeper
thought of the relation between the structure of
science and their God, and the structure of science
and their environment. Thus, it may increase
students’ curiosity toward science. As a result, it
may raise students’ self-awareness of learning nature
and its scientific structure as their basic need as
human being living on the earth.
2 METHOD
This is an ethnographic study in educational settings.
In this context, the researchers believe that the social
situation of the school culture, shapes the schools’
stakeholder's point of view toward Islam and
science. 12 Islamic schools under the control of the
Ministry of Religious Affairs in Malang and
Lamongan selected as a place of study. In addition
to considering the school quality grade, researchers
ICRI 2018 - International Conference Recent Innovation
1332
used the schools’ accreditation result. In considering
and determining the location of the study, the
researchers selected the schools based on its region
and classify them into two different schools; to
represent different schools’ socio-cultural
background between schools located in urban and
schools which is in the district.
The study was conducted for four months,
starting from January s.d. April 2017. In the data
retrieval, the researchers used in-depth structured
interview instrument to the students, parents, the
principal, as well as to the policy makers, namely
Head of Madrasah Education Section in the
Ministry of Religious Affairs, Head of Curriculum
Department of Education Section and Head of
Education affair. In addition, the researchers also
conducted non-participant class observations to see
teachers’ efforts to integrate Islamic values to
science subjects in the targeted schools. During the
class observation, the researchers made a video
ethnography to reveal the expression and reaction of
both teachers and students, as well as record the
voice by using audio recorders to obtain data in the
form of statements or reactions of students during
the learning process. In addition, classroom
observations, researchers also observed schools, to
see suggestions and ideas that support science
learning, and the possibility of an Islamic integration
that has been done by the school. Science curriculum
is also studied in order to assess the possibility of a
central integration of Islam to science.
The assessment of science literacy refers to four
domains proposed by PISA, which include: context
domain, knowledge domain, competency domain
and attitude domain, each described as follows:
Table 1: PISA 2015 Framework
Domain PISA 2015 Framework
Context Domain
Life and health
Earth and Environment
Technology
Knowledge
Domain
Content
Procedural
Competence
Domain
Interpret data and Scientific
evidences
Describe scientific
phenomena
Evaluate and design
scientific investigation
Attitude Domain
Interest toward knowledge
and technology
Environment awareness
Assess scientific approach
for core questions to
construct scientific literacy
3 RESULTS
Islam and science have become long-running debate
among scientist, even among Moslem scholars.
Even though many Moslems are still questioning
whether it is important to integrate Islam toward
science, this research results indicate that generally
all stakeholders of Islamic school education are
aware of the importance of religion and science
integration. They mostly argue that Science and
Islam go hand in hand and do not contradict each
other. It is, as stated by one of the school principal
"Indeed, science teaching should be integrated with
Islam”. To emphasize this, one of the school teacher
respondents also agree that it is likely that science
and religion are integrated since science is related to
natural phenomena which is often mentioned in Al-
Qur’an".
These opinions are also supported by one of the
integration experts, stating that:
"I think that between religion and science
may have a reciprocal relationship. Science can
provide legitimacy toward religious texts and
can be one of the ways to interpret text, in turn
religious text can also contribute to science in
providing new interpretative offers for science
in the future "
In the context of science education in Indonesia,
the spirit of integration of science and religion in the
science subjects is clearly stated in the curriculum of
2013, which is reflected in the Core Competence
(KI) 1 which covers the aspect of spirituality. In KI
1, it is stated that by studying science, students are
expected to be able to appreciate and apply the
teachings of their religion into their daily life. Of
this core competence, then it is elaborated into more
detail basic competencies as follows, students can
(1) admire the orderliness and the complexity of
God's creation either through physical or chemical
aspects, life in the ecosystem, and the role of human
in the environment and realize it into the practice of
religious teachings, and (2) increasingly build
religious faith by realizing the relationship of order
and the complexity of nature and the universe to the
greatness of God who created it. This shows that the
integration of science and religion in science
subjects at the secondary school level has become a
necessity and not being contradictory to the spirit of
the implemented national curriculum.
However, in the implementation of K13 in
schools—where the integration of Islam and science
should be the spirit of the implementation of
learning activities in the classroom cannot be fully
applied. This can be seen from the results of
documentation studies conducted on teaching
documents; syllabus, lesson plan and books owned
by teachers in the schools where this research was
Islam Integration toward Science Education to Improve Students’ Science Literacy: Islamic School Stakeholders’ Perspectives
1333
conducted. From the document study it shows that
the integration of Islam and science in science
teaching has not been addressed clearly either in the
teacher’s syllabus and lesson plan—known as RPP,
and the teaching materials used. According to the
teacher, the main reason is because of the limited
teacher's knowledge of religious material which is in
relation to science teaching.
Based on the result of the interviews with one of
the school principal and science teachers, Islamic
values are only applied through daily habituation
programs, such as dhuha prayer program, Islamic
radio broadcasting, students’ inspirational lecture
given every Friday after dhuha prayer, recitation of
al - Qur'an alternately every day after dhuha prayer,
sholawat recitation program which is conducted
alternately with student’s inspirational speech—2
weeks are sholawat recitation and two other weeks
are inspirational speech, and reading Yasin Surah
together every Thursday. For building students’
morals and discipline, some students joining with an
intra school organization called OSIS accompanied
by teachers on duty welcome and greet the students
in front of the school gate. All students greet and
shake the teachers’ hand, while the OSIS students
bring the paper containing motivational words for
their friends to learn for the whole day.
In relation to the integration of Islam and science,
one of science teacher stated that during the class
time they have often integrated Islam into the
material, but they do not realize that what is being
done is a part of the effort to integrate Islamic values
into science. Furthermore, science teachers at one of
the targeted schools agreed that the integration of
Islam into science can be used as lighters of students'
spirit in studying science further. In addition, the
integration of Islamic values into science subjects
also has an effect on the behavioral patterns or
attitudes of children.
In science integrated with Islamic values
teaching, the main problem which is often
experienced by the teacher is the limited knowledge
of Islam, so that teachers feel unsure and
unconfident in conveying materials related to
Islamic values. Nevertheless, there is a tone of
enthusiasm and optimism both from teachers and
parents towards the integration of Islam to science
education. This effort is believed not only to have an
impact on the increased literacy of science students,
but also as an effort to prove to the children that
between science and religion are not contradictory
and everything that is taught by Islam is true and can
be proven scientifically.
From interviews with some education
stakeholders, the majority of them agreed with the
integration of Islam and science, and agreed that the
integration of Islam and science will trigger students'
passion and interest toward science which ultimately
can increase students' science literacy in schools.
However, another point that cannot be ignored is the
existence of a clear framework or concept of the
integration of Islam and science so that its teaching
can be well organized and cover all material.
However, in applying Islamic integration toward
science, the students' background should also be a
major consideration because they come from
families with a different religious background.
While in some other schools as an effort to shape
Islamic character, the school provides material for
Islamic moral lessons as an independent subject
which is conducted as the beginning of the lesson at
06.40-07.20 starting from Monday-Thursday. The
Islamic moral lesson material contains daily prayer
teachings. To support this, there is a book written by
the chairman of the school foundation. On Friday,
the school also provides an Islamic Dzikr recitation
for students, which are guided directly by the
chairman of the foundation. While Saturday is the
time to learn to recite Al-Qur'an to increase students’
Al-Qur'an literacy.
Dealing with Islamic integration toward science
subject, one of the school principal stated that
although the Islamic integration of the general lesson
has been applied in the 2013 curriculum, all is
returned to science teacher readiness, whether they
have a willingness to look for Islamic values or
knowledge related to science topics or not. This is
considering the unavailability of science teaching
materials or guidelines which have been integrated
with Islamic values. Teachers is a major milestone in
classroom learning, and it is likely to be one of the
obstacles for teachers to integrate Islamic values into
science lessons because not all teachers understand
the science of Islam especially those related to
science subject.
Teachers’ educational background is also another
aspect that can be a hindrance to integrate Islamic
values into science teaching, especially for those
whose educational backgrounds are from general
institutions—not Islamic university. One of the
example is in one of the schools whose teachers
educational background is different. In this school,
the teacher who teaches Biology states that he has
linked some material with Islamic values in
accordance with what is known since he is
graduating from Islamic university. In response to
his teaching, he stated that students tend to be more
interested when Biology lessons are associated with
Islam, and can be used as a stimulus for students to
think more about the universe. However, the efforts
of Islamic integration have not yet emerged in his
lesson plan—RPP—. The integration is only
conducted spontaneously when he directly
ICRI 2018 - International Conference Recent Innovation
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remembers the Islamic issue related to science topic
he delivers in the classroom.
While the other teacher who has teaching
specification on Physics stated that he has never
linked the material taught with Islamic values
because of limited knowledge about Islam,
especially which is related to science. Therefore, it
will be a new challenge for him if science subject
should be taught and integrated with Islamic values.
Interestingly, even though most of the teachers have
limited knowledge of Islam, teachers are very
optimistic and welcome when there is a policy of
Islamic integration on science subject. Some
teachers agree that science and Islam has a linkage
and the integration of it should be regulate through
the school policy because Madrasah is Islamic
schools, thus the science subject taught should be
different with other regular school.
This is also supported by the chairman of some
private school foundations. They strongly support
the integration of Islam and Science. If the
integration of Islam and science applied in the
school, it will be in line with the vision of the school
mission, and also become part of school
development. But what remains a constraint is the
limitations of the laboratory and the ability of
existing science teachers. Thus, to implement the
integration of Islam and science, it is necessary to
rethink about laboratories and resources of existing
teachers and concepts. The teachers need to be
trained before the integration of Islam and science is
applied in the school because they are who carry out
the activities in the classroom.
The efforts of integrating Islam and science also
get a positive response from the parents. They stated
that the integration of Islam and science will open
the horizon of students’ thinking and they will be
able to learn from the history that many Moslem
scientists had discovered scientific inventory and
that is still inclined to be covered. By doing so, it
will increase their proud to be Moslem as well as
they have a good role model and inspire them to be a
Moslem scientist.
Furthermore, one of the parents also stated that
the curriculum currently has a target so that children
can master only a skill, yet without being equipped
with the reason why the child should be able to
master the skill. Thus, it makes science is studied as
an sich subject without knowing the function and the
usage of learning science. When students are going
to learn the next level of schooling, they have
forgotten what they have already learnt in the
previous because science is learned without being
associated with God as the creator. According to
respondents, in studying science, children should be
equipped with very basic questions such as why God
created the earth and everything in it, why other
planets other than earth cannot be inhabited by
humans? Those questions will stimulate students to
think about their God, so that it can build up their
love for God, increase their religious faith as well as
enjoy science. Some parents also said that science
and religion is still considered as different matter
that is studied as separated subject.
In addition, another respondent from the parents'
side, also stated that if science is associated with
Islam, then students will be more enthusiastic in
learning. Children will be more curious about the
relationship between religion and science, so that it
can increase the spirit to learn science more.
Meanwhile, according to other respondents also
stated that, if science is associated with Islam,
science lessons will be easier and more interesting,
because between science and Islam is in line.
4 DISCUSSION
Haught in his book Science and Religion,
categorizes the linkage between science and religion
into four patterns: conflict, contrast, contact and
confirmation (Haught, 1995). In the first relation
pattern, there are two conflicting groups; a group of
pure scientists who skeptically viewed at the
whereabouts of religion, and the clerical group that
made the scriptures as the sole source of truth. Both
groups consider that between science and religion
are two different and even contradictory things.
Therefore, those two groups do not meet at the same
point of view even which can lead to a long-term
debate. Whereas for those who are in contrast group,
assume that religion and science are two different
things and have their respective working area.
Therefore, in this pattern of relation Haught suggests
a clear limitation between religion and science, thus
closing the possibility of religious justification by
using the criteria of the process of science, or vice
versa. Unlike the two previous patterns of
relationships, although religion and science are two
distinct entities, they can interact each other. This
group believes that science still has implications for
religion and vice versa, thus, religion cannot ignore
the sustainable development occurred in the field of
science.
Furthermore, in the relation of confirmation,
Haugh states that the existence of religion and
science has mutually supportive and reinforcing the
link. Religion fully supports the efforts undertaken
for the development of science, and also science
cannot stand alone to fulfill itself in making
scientific endeavors. Therefore, religion cannot
provide guarantees in the form of a specific theory
of phenomena or natural occurrences, but provides a
Islam Integration toward Science Education to Improve Students’ Science Literacy: Islamic School Stakeholders’ Perspectives
1335
guarantee of truth that fosters beliefs so as to keep a
scientist constantly trying to uncover the secrets of
reality. This means that religion is the foundation of
a large building called science (Yusuf, 2007). In
relation to the pattern of the fourth relation, Golshani
reveals that between science and religion are two
entities that cannot be separated from one another,
and even occupy an equal place as an essential part
of the religion (Gholsani, 2000). According to
Golshani, all the events that exist in the universe
cannot be separated from the existence of God
(2000). Thus, God as the creator of the universe,
should be the end point of the scientist's reflection
process.
Even though some scientists are still considering
science and religion in conflict or even contradict
each other, there is growing paradigm shifting
among Moslem scholars that science and religion are
interconnected. It is, therefore, science should be
taught along with the religious values and principles
in an educational setting (Muspiroh, 2013; Ishak,
2015; Hamzah, 2015). This new shifting paradigm
has also raised in Islamic school stakeholders under
this study, of whom the majority have a similar
agreement that science and Islam are not
contradictory and should be integrated in science
teaching. Integrating Islam and science means that
teachers as a central role model should also be able
to put religious values into their science teaching,
not an sich teaching science as an independent
subject (Muspiroh, 2013). In this case, the role of the
teacher is not only transferring knowledge of
science, but also why and what science is for and its
relationship with himself as a servant of God as well
as a leader –Khalifah—in the earth (Ishak, 2015).
Thus, there should not be a dichotomy between
science and religious teaching, especially at school
level, since in Moslem belief the source of all
knowledge is coming from Allah (Al Attas, in Ishak,
2015).
As in the findings, this paradigm has been also in
line with Indonesian national curriculum. Religious
values are a part of the spirit of science teaching,
reflecting on national curriculum which is stated in
its first core competence. Building spiritual students’
competence is also a part of science teachers’
responsibility—not only the task for religion subject
teachers (Muspiroh, 2013). Further, Hidayah (2014)
also argued that science, social and religion should
be taught in an integrative and interconnected way
for the three of them are equally interrelated.
Separating one of them may impact to the
relationship between humanity and godliness values
and leads to the secularism (Hidayah, 2014).
Other than that, the spirit of Islam integration
toward science is also in line with the Indonesian
Education goal, which is stated in Indonesian
constitutional law chapter 31, verse 3 and 5
(Muspiroh, 2015) and through Indonesian law of
national education system number 20, year 2003,
chapter 3 (Hamzah, 2015). Either in the
constitutional or in the law of national education
system, it is stated that the goal of the Indonesian
education system is not only to equip the citizen to
have good knowledge and skills, but also to create
excellent citizen with good moral and strong belief
to their own God. This indicates that the idea of
Islam integration toward science is not contradictory
with the main purpose of Indonesian education
system, and it is in reverse, is a part of Indonesian
Education goal manifestation
However, the result of this study confirms that,
even though school stakeholders mostly agree with
the spirit of integration, it does not in line with its
implementation. Still, Islam and science are taught
in different way in Islamic school. Beside religion
becomes a single subject, some of schools instill
Islamic values to the students through daily
habituation. In this context, Islam and science are
still integrated into school independently (Asykuri &
Kuipers, 2017). Teachers feel incapable of
integrating Islamic values into their teaching, and
interestingly, even though they believe that Islam
and Science are essential to be integrated, in some
cases, they stated that religious teaching is the
responsibility of teachers of religion subject to teach.
This shows that in integrating Islamic values,
teachers are still lack of confidence toward their own
capability. This finding is consistent with that of
Asykuri and Kuipers (2017). Moreover, in their
research they found three models of Islamic
integration done by teachers in the classroom, they
are contextual, ideologies and independent
integration.
In relation to the improvement of student’s
science literacy, Muspiroh (2013) stated that Islam-
Integrated science will strengthen not only students’
cognitive skill, but also their affective and
psychomotor skills. Indeed, this will create a holistic
learning environment. School stakeholders’ belief in
the improvement of science literacy also supports
evidence from previous observation conducted by
Hamzah (2015). His experimental study reveals that
students achieved higher scores of science after they
use Islam-integrated science module offered by the
researcher. This indicates that Integration of Islam in
science will encourage students to think at a higher
level of consciousness (Sardjiyo, 2005). So that this
will encourage students to be able to think critically,
and be able to contextualize science into everyday
life as a religious person. Moreover, students will
also be able to interpret scientific data and evidence,
and be able to explain scientific phenomena. With
the ability to think at a higher level of awareness,
ICRI 2018 - International Conference Recent Innovation
1336
students will naturally have a responsible and wise
behavior in addressing the reality of life faced. Thus,
through Islamic integration, students will become
more "scientific literate".
Yet, the point that needs to be considered and
prepared is how to integrate Islam into the science of
science because a clear concept is needed in the
process of Islamic integration of science subjects.
5 CONCLUSIONS
Basically the integration of Islam on science
education is one of the spirit of the 2013 curriculum,
yet in the school level it cannot be optimally
implemented. The relation pattern between science
and religion is still contrasting, despite the growing
belief among educational stakeholders about the
relationship between science and religion. Religion
is still not able to be used as a basis for thinking in
learning science, or conversely, science has not been
able to be used as a tool to interpret God's verses.
Whereas in the context of education in an Islamic
school environment, religion must become an
internalized part and a spirit on each its learning
activities. Accordingly, science should not be
unfamiliar because each method is useful to interpret
the existence of God's creation in the universe.
ACKNOWLEDGEMENTS
This research is a part of the first year research
result on "Integration of Religion in Science
Education in Religious Schools in Indonesia" under
the Partnership for Enhanced Engagement in
Research (PEER) project supported by USAID and
the National Academy of Sciences (NAS). The
research is coordinated under the Indonesian
Consortium for Religious Studies (ICRS) which is a
consortium of 3 universities in Yogyakarta: Gadjah
Mada University, State Islamic University (UIN)
Sunan Kalijaga Yogyakarta, and Duta Wacana
Christian University (UKDW).
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