Pre-service Chemistry Teacher’s Ability to Integrate Islam and

Chemistry

Buchori Muslim

, Nanda Saridewi

and Dewitri Ulfha Ratnasari

Universitas Islam Negeri Syarif Hidayatullah, Fakultas Ilmu Tarbiyah dan Keguruan, Tangerang Selatan, Indonesia

Keywords : Ability, Integration of Islam and chemistry, Pre-service teacher

Abstract : Integration of Islam on learning is important in order to form students who are smart and skilled and have

a noble character. All of these competencies require a seriously designed and conceptual learning process

by a teacher. Pre-service teachers in Islamic Religion College have to possess main ability of subject matter

and learning chemistry and also expected to be able to integrate Islamic religion on learning. This study

aims to describe pre-service chemistry teacher’s ablity to integrate Islam in lesson plan and chemistry

teaching material. The method used in the research is descriptive and data obtained by portfolio. The results

showed (1) pre-service chemistry teacher’s ability to integrate Islam in lesson plan of chemistry is good

(75%) (2) pre-service chemistry teacher’s ability to integrate Islam and chemistry in chemistry subject

matter is fair (65%). From this study it is recommended that the government should provide standard

guidelines to teach the value of Islam through subjects so that teachers understand how to integrate Islam in

chemistry subject. Universities or teaching institution, especially Islamic universities or teaching institution,

as producer teachers should developed courses and training so as to print graduates who are able to teach

chemistry that integrate Islam. Chemistry teachers and pre-service teachers, especially Muslims, should be

active increasing their knowledge of Islamic and chemistry issues and also Islamic integrated chemistry

learning to strengthen the argument when linking chemistry and Islam so teacher’s explanation more easily

accepted by students.

1 INTRODUCTION

Integration has the sense of the combination,

unification, or pooling, of two or more objects so

that becomes a roundness or be whole (Trianto,

2010, p. 35) (Ramli, 2014). Islam knows no

separation between religion and general science. In a

sense, there is no dichotomy view about

science. Both of these must-have science in an

integral (Lubis, 2015) (Zainuddin, 2008, p. 46)

(Abdullah, 2007, p. 167).

The emergence of Islamic integration is based

on the existence of a dichotomistic mindset, arising

from the unconscious of the people who still think

that Islam and chemistry cannot be integrated

because they have different fields of discussion and

do not rebuke each other (Zain & Vebrianto, 2017).

Al-Quran and al-Sunnah actually do not distinguish

between Islamic religion and the general sciences.

Al-Quran only knows science and all branches of

knowledge in Islam are sourced from one, namely

Allah (Zainuddin, 2008, p. 54). Both of them were

separated and seemed to walk in their respective

regions. Though chemistry is a branch of natural

science (science) that can be integrated with Islam,

which nature is God's creation. Allah as the source

of knowledge, teaches his knowledge through

qauliyah verse (Qur'an and hadith) and kauniyah

verse (natural phenomenon) to man (Zainuddin,

2008, p. 157) (Yusuf, 2015, p. 54).

Chemistry is thought to be able to shape the

character of students, because the knowledge learned

especially by Muslims should be used as a means to

get to know God as the creator of the universe and

increase faith and devotion to Him. So that

chemistry learning can contribute to the formation of

positive attitudes such as the objectives of chemistry

subjects contained in the Content Standards of

chemistry subjects in Senior High Schools /

Madrasah Aliyah (MA). One of the goals of

chemistry subjects is that students have the ability to

form positive attitudes toward chemistry by realizing

Muslim, B., Saridewi, N. and Ratnasari, D.

Pre-service Chemistry Teacher’s Ability to Integrate Islam and Chemistry.

DOI: 10.5220/0009928002590267

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 259-267

ISBN: 978-989-758-458-9

259

the order and beauty of nature and glorifying the

greatness of God Almighty (Firman, 2009).

National education aimed at developing the

potential of learners became the human of faith and

pious to God Almighty, precious, healthy, have

learned, accomplished, creative, independent, and

become citizens of a democratic and responsible. On

Law No. 22 Year 2003 subsection 36, there is

meaning that is implied and express regarding

integration in subjects for the sake of realizing the

goals of national education. Educational units have

the authority in the development of the curriculum

by observing an increase in faith and piety,

improved morals and religion. Aspects of the faith,

morals, devotion as well as a new look in the

curriculum of the 2013 target entire subjects

including Chemistry. Not only that, even these three

aspects is the first core competencies to be achieved

in all subjects (Yusuf, 2015) (Muslim, et al., 2014)

(Ramli, 2014) (Sunhaji, 2016).

Aspects of faith, noble character, and piety are

only seen in the 2013 Curriculum which is the target

of all subjects including chemistry. Not only that,

even these three aspects become the first core

competencies that must be achieved in all subjects.

The result, of course, is expected to be able to build

emotional and spiritual learners (Yusuf, 2015, p. 93).

Supporting national education goals, the core

competencies formulated in the 2013 Curriculum

consist of four competencies, namely spiritual

competence, attitude competency, knowledge

competence and skill competency. Based on the

2013 curriculum, teachers are required to integrate

character education (Islam) into the process of

teaching and learning activities (Hadi, 2015).

Integration between Islam and science isn't

enough just simply discourse. Based on the decision

of the Director General of Islamic Religious

Education No. 575 Year 2018, then a Science

Competition at the Madrasa (SHGS) attached to

Islamic religious materials in science subjects which

is contested. Integrated chemistry is one of the areas

that are contested on the level of Madrasah Aliyah

(MA).

Various activities and acts that were ordered in

Islam pertaining to the work of reason (cognitive),

feelings (affective), and actions (psychomotor). All

activities require a competence of the cognitive,

affective, and psychomotor need learning process

designed seriously and conceptual, so it's really

focused and get optimal results (Nata, 2009).

Implementation of chemistry learning

integrated with Islam in class, the teacher must

prepare the planning in the process of learning

integrated with religius matter. The planning of

learning include learning the preparation of

implementation plans (RPP) and the preparation of

teaching material (materials) that involves the values

of Islam (Zain & Vebrianto, 2017).

The ability of drawing up the planning for pre-

service teachers believed was one of the essential

competencies. But whether the pre-service teachers

already have the capability of integrated planning

compilation of learning ability between chemistry

and the ability of the religion of Islam (Rochman,

2010). Considering the Permenristedikti Number 44

of 2015, the vision of the Chemical Education Study

Program adapts to the characteristics and vision of

the Syarif Hidayatullah UIN in the form integration

of islamic and general science which is realized

through courses that integrate Islam and chemistry in

its teaching. Islam and Science courses teach the

integration of Islam and Science, especially

chemistry to pre-service chemistry teachers. This

research aims to know the ability of the pre-service

chemistry teacher integrated Islam on learning plans

and chemistry teaching material.

2 METHOD

Research conducted is a descriptive

research. Research conducted is descriptive research.

Descriptive research is a research method that is

done to find out, describe and interpret the value of

an independent variable, either one variable or more

with what it is without making comparisons, or

connecting between other variables (Sugiyono,

2012, p. 11) (Darmadi, 2011, p. 151) (Trianto, 2010,

p. 197). Descriptive research only attempts to

describe clearly and sequentially the pre-determined

research questions and descriptive research is not

intended to test hypotheses. Therefore descriptive

research is also called pre-experimental research

(Darmadi, 2011, p. 34) (Arikunto, 2007, p. 234).

The unit of analysis in this study is a

prospective chemistry teacher who will be measured

the ability of integrating Islam and

chemistry. Subject of this research are pre-service

teachers. Object of this research is ability of

integration between Islam and chemistry. Data

collection techniques on research using methods of

documentation, the portfolio of teaching material

and lesson plan votes based rubric assessment

portfolio. Quantitative data obtained from an

average score of each indicator, analyzed by

qualitative descriptive. Qualitative data obtained

from the record rater against portfolio of chemistry

ICRI 2018 - International Conference Recent Innovation

260

lesson plan and teaching material, analyzed by the

reduction.

3 RESULT AND DICUSSION

3.1 Result

Participants are the students of the semester of

6 chemistry education class of 2015 UIN Syarif

Hidayatullah Jakarta totalling 71 participants on

courses the study of Islam and science. Islamic

courses and science is divided into two classes,

namely class A as many as 33 students and class B

as much as 38 students. The requirement for this

coursework, all the participants has gained

educational courses, chemistry and also the field of

religion.

On the subject of Islam and science,

participants were assigned to make lesson plan

(RPP) and teaching material suitably Based

Competency (KD) and chemistry matter has

provided. Assessment instruments and teaching

materials adapted the RPP instruments used

Rochman (2010) in accordance with the criteria on

the rubric assessment of teaching material and the

RPP.

Pre-service chemistry teacher’s ability to make

chemistry lesson plan integrated Islam showed by

Table 1.

Table 1: The percentage of Integration of Islam on

Chemistry Lesson Plan (RPP)

Indicator Percentage

(%)

Category

Outlines the

essential concepts,

principles or

theories based on

the selected KD

75 Good

Using the chemistry

concept that

integrated Islam

64 Fair

The relevance

between subject

matter of

integration of Islam

and chemistry with

indicators set out

68 Good

Formulating values

that related with

chemistry matter

integrated Islam

was studied

65 Fair

Formulating

positive behaviors

and noble

characters as amtsal

or parable of

chemistry matter

55 Fair

Choose and write

qauliyah verses

(Al-Qur’an and/or

hadist) that

mutually related or

strengthen

chemistry matter

64 Fair

Choose and write

kauniyah verses

(natural

phenomenon) that

mutually related or

59 Fair

Pre-service Chemistry Teacher’s Ability to Integrate Islam and Chemistry

261

strengthen

chemistry matter

Average 65 Fair

Average of Pre-service teacher’s integrate

ability on teaching material is fair (65%). The higest

percentage is outline of essential concepts, principles

and theories (75%) and the lowest percentage is

amtsal of chemistry concept (55%).

3.1.1 Pre-service Chemistry Teacher’s

Ability to Make Chemistry Lesson

Plan Integrated Islam

a. Completeness of the RPP components

As many as 71 RPP were analyzed, majority

components of RPP were complete include identity

of school, formulate of competencies, time

allocation, subject matter, learning strategy, learning

activities, media, and learning assessment. There

were seven incomplete RPP to enter components of

the RPP correspond to the criteria (96%). Assement

of learning outcomes are the largest component that

are not included in the RPP.

b. Formulating chemistry learning objectives

related to integration of Islam

Pre-service teachers formulated learning

objectives based on KD include attitudes,

knowledges, and skills. The learning objectives

formulated by the teacher candidates all have

included students as elements of the audience and

behavior changes of students as an element of

behavior. Six RPPs do not formulate the condition

elements which are prerequisites or conditions that

must be provided so that the learning objectives are

achieved. Five RPPs that do not form a degree

element which is a measure of the level or level of

ability that students must achieve include affective

and attitude aspects.

c. Outlines briefly the essential matter of

chemistry related to integration of Islam

The majority of teacher candidates have been

able to briefly describe the learning material

containing material facts, concepts, principles and

procedures in accordance with indicators derived

from the selected basic competencies. In addition to

outlines briefly chemistry matter, pre-service

teachers also adds Islam matter that will be

integrated.

d. The appropriatness of the use of the method

with characteristics matter or learning

objectives

A total of 11 RPP less precise using the method

with characteristic of matter or learning objectives.

Majority of the 0

RPP is only using speech or discussion method.

While the basic competency skills (KD 4) demands

the students conduct experiment so that formulated

in the learning objectives.

RPP of macromolecules is one example of the

RPP with appropriate learning methods i.e. using

discussion groups method. KD of macromolecules

demands students have the capability of analysis

after the learning process.

e. Suitability of learning steps with learning

objectives related to integration of Islam

The ability of pre-service teachers to draw up

integrated chemistry learning steps already good

(75%). They are formulated integrated chemistry

learning steps, as follow: (1) the preliminary

activities opened with greetings and prayers, and

then explains the purpose of learning. One of the

candidates gave the motivation of student learning

through video benefits and applications of integrated

matter. (2) the core activities, explaining the subject

matter taught in speech or discussion groups.

Integration of Islam more delivered on core

activities, at the time of delivery of the subject

matter. (3) the closing activities, carried out the

withdrawal of the conclusion or reflection on

learning that is usually placed Islamic values meant

to gratitude to The God, then covered with greetings

and prayers.

f. Formulating evaluation of learning related to

integration of Islam

Assessment of chemistry learning that integrates

Islam and chemistry using authentic assessment.

Learning assessments that integrate Islam and

chemistry formulated by pre-service teachers include

the affective, cognitive and psychomotor domains.

Assessment for the affective domain, some of the

assessments in the RPP are carried out by including

the basic values formulated in Core Competence 2.

Assessment of the cognitive domain can be done on

daily assessments, such as daily practice questions

and tests that incorporate Islamic religious material

into questions. Psychomotor domain assessment is

carried out through portfolios, presentations and

experiments.

g. Component of the RPP contains concept of

integration of Islam and chemistry

Pre-service teachers added that integration of

Islam and chemistry is explicitly on the components

ICRI 2018 - International Conference Recent Innovation

262

of indicators, learning objectives, learning activities,

and assessment. 21 RPPs incomplete included the

concept of Islamic integration in the RPP

component. The most component of the RPP that

does not contain the concept of integration is the

indicator component. Only two RPPs do not contain

the concept of Islamic integration in all components.

h. Suitability of integration learning model with

characteristic of matter

Mostly, pre-service teachers used inductification

model in their RPP. This model is the integration of

learning with teacher invites students to realize the

regularity in nature after studying the theories on

chemical material so that growing gratitude for

God's greatness.

Others use the model verification, corrective,

confirmative, similarization, informative and

complementation. Model verification as in

Petroleum subject matter, students are asked to

analyze the process of the formation of crude oil

based on the Qur'an. Corrective performed on the

history of chemistry subject matter, with the

confirmation that chemistry is not derived from the

West but was first discovered by muslim scientists.

Confirmative, chemistry subject matter proved with

relevant Al-Qur’an verse or appropriate for

justification, students are asked to find

independently with discussions to find the whole

concept with the guidance of a teacher.

Similarization mocel mean equating simply

chemical concepts with concept of Islam, such as the

human equation to the ground. Complementation for

example integrating on thermochemistry RPP,

doomsday events described in chemistry. It means

that the concept of chemistry and the concept of

Islam exchanged information so obtained would be

understanding and give more value in thicken the

sense faithfulness to God. While informative model

done by digging and understand information not

only from the discipline of chemistry as in RPP

reaction rates and equilibrium chemistry.

3.1.2 Pre-service Chemistry Teacher’s

Ability to Make Teaching Material

Integrated Islam

Islami and Science courses provide two integration

models that can be used by pre-service teachers to

make Islamic integrated chemistry teaching

materials, namely the Integration Model of Four

Steps Teaching Material Development (4S TMD)

and the Buchori Type of Science and Islamic

Integration Model.

a. Outlines the essential concepts, principles,

and theories based on the selected KD

As many as 13 teaching material incomplete

outlines the chemistry subject matter based on KD.

Material such as chemical equilibrium, only outlines

examples of equilibrium chemical reaction without

further explaining the relationship between Kc and

Kp as well as how to specify one. In addition, five

teaching material less suitable outlines chemistry

subject matter based on KD. Such as chemistry

matter integrated Islam in the concept of

hydrocarbons. In matter of hydrocarbon pre-service

teacher make chemistry matter integrated Islam

about atomic bomb, while hydrocarbon matter

should be integrated are structure and hydrocarbon

compounds.

b. Using chemistry concept that integrated

Islam

Majority of the pre-service teachers already

quite capable to using chemistry concept integrated

Islam (64%).

c. The relevance between subject matter of

integration of Islam and chemistry with

indicators set out

As many as nine teaching materials are less

relevant. It indicates that most of the pre-service

were able to determine the principal of integration of

Islam and chemistry matter relevant to indicators

defined.

d. Formulating velues that related with

chemistry matter integrated Islam was

studied

Most of pre-service teachers formulated

religious value, directs students to realize the power

of God as well as foster as sence of being grateful

for all his creation which is never wasted. On of pre-

service teacher formulated values about the

importeance of leaving a balance and not excessive

as daily education value.

e. Formulating positive behaviours and noble

characters as amtsal or parable of chemistry

matter

As many as four teaching materials which

formulate positive behaviours and noble characters

as amtsal of chemistry matter. One of them is

integrated in corrosion concept. Pre-service teacher

potrays corrosion as a sin that must be prevented or

coated with faith in order not to increase and also

potrays the damage and devastation in nature like

the sloppy characters that must prevent by have

careful characters.

Pre-service Chemistry Teacher’s Ability to Integrate Islam and Chemistry

263

f. Choose and write quliyah verses (Al-Qur’an

and/or hadist) that mutually related or

strengthen chemistry matter

One of pre-service teacher associated QS. Al-

A’la verse 1-5 with the theory of petroleum

formation is discovered by the experts. God has

created the green grass (organic substances) which

then made it dried grasses blackish (petroleum). In

line with the theory put forward experts that

petroleum is derived from the weathering results of

living organisms that are buried for millions of

years, form the oil flowing through cracks in rocks.

Another example on radioactive teaching

material, pre-service teacher enter QS. Ash-Shu’ara’

verse 185-189 is associated with fission reaction in

an atomic bomb. The verses of the Qur'an gives an

idea of the magnitude of the toxic cloud disaster that

befell the Madyan people as atomic bomb blasts

experienced by Japan during World War II.

g. Choose and write kauiyah verses (natural

phenomenon) that mutually related or

strengthen chemistry matter

On nomenclature and reaction equation teaching

material, pre-service teacher relate the chemical

reaction in daily life are photosynthesis reaction and

respiratory reaction. Based on the phenomenon,

teaching material was developed to foster a sence of

gratitude to God favors given result from

photosynthesis reaction and respiratory reaction.

3.2 Discussion

All the chemistry concept able to integrate with

Islam, chemistry concepts that already integrated

were History of Chemistry, Atomic Structure,

Chemistry Bonding, Stoichiometry,

Thermochemistry, Chemical Equilibrium, Acid and

Base Solution, Salt Hidrolysis, and Colligative

Properties (Muslim, 2017). The majority of teachers

support and believe that the chemistry can be

integrated with Islamic values (Muslim, et al., 2017).

Buchori (2016) explains the relationship of Islam

and chemistry. Chemistry already appeared when the

universe is formed which is envidenced by the

bigbang theory that produces a Hydrogen and

Helium, this evidenced amplified by the word of

God in surah Al-Anbiyaa verse 30. Other chemical

elements formed though a cosmic rays, small stars

and large star, supernova and man made (non

natural). Based on historical development, alchemis

was first introduced by muslim in the 7

century

(700-1400 M) as evidenced by the work of famous

muslim as: Jabir Ibn Hayyan, Ar-Razi and Izz Al

Din Al Jaidaki (Muslim, 2016) (Muslim & Fajriah,

2017) (Purwaningrum, 2015).

Many verses about science (chemistry) are

revealed in mutasyabihat verses, namely verses that

have many possibilities of meaning and

understanding so that they need to be contemplated.

Humans need effort to understand these verses

because they contain future scientific information.

Every great discovery of the contemporary century

has been explained by the Al-Qur'an since the

seventh century ago (Purwaningrum, 2015). So in

developing teaching materials that integrate Islam

and chemistry, it is necessary to add interpretations

that strengthen chemical material.

Islam and Science course as a form of existence

of Chemistry Education UIN Syarif Hidayatullah

Jakarta in carrying out academic activities to

improve the quality of pre-service chemistry

teachers. Chemistry teachers from Islamic State

University have to posesess knowledge and skills

integrating Islamic values. This course training the

pre-service chemistry teachers to teach chemistry

that integrate Islam (Muslim, et al., 2017) (Fauzan,

2017) (Lubis, 2015).

In this course, pre-service teachers are required

to be able to integrate Islam on lesson plan and

teaching material. This is in accordance with Lubis’

opinion (2015) which states that teachers need to be

prepared and understand Integrated Education. In

Integrated Education, the teacher acts as a catalyst

that should understand and be able to apply

Integrated Education system. Teachers must not only

understand the theory but also trained to become a

teacher are more innovative in preparing learning

materials. Into teaching in the classroom. To ensure

that the Integrated Education is carried out, the

teacher’s role is to translate the curriculum into

teaching in the classroom (Lubis, 2015).

Teachers must understand and expertise in four

teacher’s competencies to translate the curriculum

into teaching in the classroom. Chemistry integrated

Islam learning requires preparing lesson plan

seriously and conceptual. The planning of learning is

one of the sub-competency of pedagogic

competency. According to Listyono, Supardi,

Hindarto and Ridlo (2018), a teacher should

understand PCK, because the role of teachers in

learning begin from the planning stages of learning.

In addition teachers need to have personality and

understanding of religious and chemistry matter

(Listyono, et al., 2018). In the planning stages of

learning, teachers need to prepare a lesson plan

(RPP) and teaching material of chemistry integrated

ICRI 2018 - International Conference Recent Innovation

264

Islam (Zain & Vebrianto, 2017) (Rahminawati &

Indrasari, 2014).

Easy way to develop an integrated Islamic RPP

is to adapt the existing RPP by adding / adapting

learning activities that are facilitating Islamic

integration, the intended adaptation includes: 1)

addition and / or modification of learning activities

so that there are learning activities that develop

Islamic Integration; 2) the addition and / or

modification of achievement indicators so that there

are indicators related to the achievement of students

in terms of Islamic integration; 3) addition and / or

modification of assessment techniques so that there

are assessment techniques that can develop and / or

measure capabilities related to Islamic integration

(Gunawan, 2012, pp. 225-226). In developing an

integrated Islamic RPP there is no standard model,

thus the teacher has many opportunities to modify

new models in preparing and developing RPP.

Because of its flexible and non-standard nature there

is no uniformity between teachers in preparing and

developing RPP or teaching preparation (Gunawan,

2012, p. 308). There are several models that can be

used as reference in developing a chemical RPP that

integrates Islam and chemistry, one of which is unit

of learning model (Satpel model) (Gunawan, 2012,

p. 318) (Gunawan, 2012, p. 318) and correlated

model (Rahminawati & Indrasari, 2014).

The application of daily planning consists of

introduction, core, and closing. The preliminary

activity is filled with motivation, opinions, and

exploration of the initial knowledge of students.

Core activities related to problem formulation,

observation and data collection and problem solving.

The core activity is essentially the main activity to

instill, develop knowledge, attitudes and skills

related to the teaching material to be delivered. In

the closing activities related to making conclusions,

reflection on the activities that have been carried out,

providing feedback on the process of learning and

evaluation results (Listyono, et al., 2018)

(Rahminawati & Indrasari, 2014).

In the case of chemistry learning that integrates

Islam and chemistry, the speech method is most

often used in learning activities. Aziz (2011) argues

that the speech method in learning integration does

not completely kill students' creativity, even though

it is considered classical and conventional. Students

are invited to imagine and bring students to a

different time and atmosphere, this method wants us

to always reflect and introspect on what has been

done and always try to develop scientific creativity

and morality in accordance with the Qur'an and the

existing chemical concepts. Using lecture methods

requires teacher skills. At the end of learning it is

recommended to open a question and answer forum

to determine the level of students' understanding of

the material presented by the teacher (Syah, 2014,

pp. 201-202).

Practical or experimental methods can still be

done in chemistry learning that integrates Islam and

chemistry. Buchori, Zulfiani, and Irwandi (2014),

provide examples of Islamic chemistry learning

through everyday material-based experimental

methods. Many teachers do not carry out

experiments on the grounds of the unavailability of

equipment and materials in the laboratory. Whereas

Islam teaches not to complicate things like in QS.

Al-Baqarah: 185, An-Nisa ': 28, and Al Ha-Hajj: 78.

Islam also provides a solution through the letter

Hud: 61 by utilizing the natural surroundings

(everyday equipment) for chemical experiments.

Regarding learning evaluation, learning

assessment in the 2013 curriculum uses an authentic

assessment approach. The techniques and

instruments chosen and implemented not only

measure students' academic or cognitive

achievements, but also measure personality

development (Gunawan, 2012, p. 235).

Teaching materials are also part of the

curriculum. Feasibility of teaching materials must

receive serious attention, because teaching material

is one of the main components in the learning

process. In compiling and determining teaching

materials, it should depart from the goal of forming

faith, piety, noble character, as well as cognitive and

psychomotor mastery of the fields taught. The

spiritual and social dimensions of the material must

be disclosed and conveyed to all students so that

they do not only master cognitive and psychomotor

aspects. However, they also understand the

relevance of each field of study that is studied with

the spiritual and social dimensions (Yusuf, 2015, p.

104) (Syamsuri, et al., 2017). All teachers and pre-

service teachers are required to be able to find,

explore and develop aspects of faith in every

chemical material that will be taught.

Therefore, developing teaching materials is very

necessary to pay attention to the demands of the

applicable curriculum. Based on the TMD 4S model,

the process is a selection process. This process is

needed to obtain essential teaching materials in

accordance with the needs of students to learn more

(Anwar, 2015). Whereas in the Buchori Type of

Science and Islamic Integration model, describes the

concepts, principles and theories of chemistry at the

stage of determining material and concept analysis

(Muslim, 2017).

Pre-service Chemistry Teacher’s Ability to Integrate Islam and Chemistry

265

From the result showed that pre-service

chemistry teacher is able to integrate Islam in

chemistry teaching material and RPP. Chemistry

integrted lesson plan drawn up by pre-service

teachers include learning objectives, teaching

method and learning experiences also evaluation of

the learning outcomes. The integration of Islam in

chemistry teaching material in the form of merging

the concept of chemistry with qauliyah verses,

kauniyah verses, Islamic values or characters.

4 CONCLUSIONS

This research aims to know the ability of pre-

service chemistry teacher to integrate Islam and

chemistry in chemistry lesson plan and teaching

materials. Based on the results of data analysis and

discussion on this research it can be concluded that:

1. Pre-service chemistry teacher’s ability to

integrate islam and chemistry in lesson plan

(RPP) are in good category, amount to

75%.

2. Pre-service chemistry teacher’s ability to

integrate islam and chemistry in teaching

material are in fair category, amount to

65%.

From this study it is recommended that the

government should provide standard guidelines to

teach the value of Islam through subjects so that

teachers understand how to integrate Islam in

chemistry subject. Universities or teaching

institution, especially Islamic universities or

teaching institution, as producer teachers should

develop courses and training so as to print

graduates who are able to teach chemistry that

integrate Islam. Chemistry teachers and pre-service

teachers, especially Muslims, should be active

increasing their knowledge of Islamic and

chemistry issues and also Islamic integrated

chemistry learning to strengthen the argument when

linking chemistry and Islam so teacher’s

explanation more easily accepted by students.

ACKNOWLEDGEMENT

I am deeply indebted to Burhanudin Milama,

M.Pd, Head of Departement of Chemistry

Education UIN Syarif Hidayatullah. I am especially

grateful Chaerul Rochman for his kindness. Special

thanks to all the students of Departement of

Chemistry Education 2015 for their kindness and

help during my study as partisipan. Finaly, I am

indebted to my family for their continuous support

nd encouragement fo my pursuit.

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