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INTEGRATION OF THE ISLAMIC PERSPECTIVE INTO SCIENCE

SUBJECT IN MATRICULATION CENTER: IIUM EXPERIENCE

Zuraida Ahmad, Said Zain, Ahmad Faris Ismail, Souad M., Al-Bathi

Kulliyyah of Engineering,

International Islamic University Malaysia

[email protected]

Salah Machouche

Kulliyyah of Islamic Revealed Knowledge and Human Sciences

International Islamic University Malaysia

Benouda Bensaid

Effat University, Jeddah, Saudi Arabia

ABSTRACT

The attitude and knowledge of Muslim educators play a vital role in the efforts for Integrating of

Knowledge, especially by infusing or integrating it with Islamic perspective. It is better still if the

integration is held at early as possible in the education system. This paper reported the outcome from

the survey given to the educators of Center for Foundation Studies (CFS), International Islamic

University Malaysia (IIUM) in the process of infusion of Islamic perspective the Physics subject. The

educators were given a developed chapter infused with the Islamic perspective to be taught to the

students and their experience in using this integrated chapter was evaluated. This survey on the

integrated chapter in the physic subject focused on its content and style, the infusion of Islamic

perspective and the impact to the teaching and learning activities. The analysis of the survey shows

that more than 90% of the educators agreed that the content and style of the book is sufficient and

fulfills the CFS requirement and it is at par with the chapter in the current textbook used. In the

aspect of the infusion of Islamic perspective, 85.3% of the educators claimed that the r infusion of

Islamic perspective is adequate with contribution of the Muslim scientists is clearly presented and this

chapter is not just a science chapter but also a tool to appreciate the creation of Allah. The educators

also highlighted that students learning time were not increase with the infusion of the Islamic

perspective in teaching, and not surprising it has inspired the students to know more about the

relations between science and Al-Quran. The authors understand that this Islamic integrated chapter

which is the part of the integrated physics textbook developed, is far from perfect but it is a good start

to the integration of the Islamic perspective into science subject.

Field of Research: Integrated curriculum, educating systems, and educators.

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1. Introduction

All Muslim individuals should realize that education is the most crucial prerequisite to revive the

excellence and Islamic identity of the Ummah in which their thoughts, actions and attitudes

manifested in an Islamic way of life. Therefore, Muslim educators are obliged to ensure new

generation to receive genuine Islamic education that cultivate an ideal integrated Islamic personality,

and then enable them to represent and preserve Islamic identity. The significance of a truly Islamic

educational system which its ultimate aim covers both acquisition of knowledge for the satisfaction of

“intellectual curiosity‟ and material gain. It aims also to develop a rational and righteous individual

who is able to carry the responsibilities of spiritual, intellectual and physical welfare of his self,

family, society and mankind as a whole. The dilemma and confusion of the Ummah will never end

without a clear understanding of the meaning of “integration” and “Islamization of knowledge”.

Muslims are still confused and doubtful about the kind of Islamization direction to take. Different

scholars differ in their translation of its theory and suggest different approaches and methodologies to

the Islamisation of knowledge and education (Yaacob & Embong, 2008).

2. Definition of Terms

In order to share a common understanding of the concepts and the terms, the following general

meanings of curriculum, Islamic education, and integrated Islamic curriculum are used for the sake of

simplicity. It is noted that these terms should be crystallized in the next following paragraphs and

study. The definition of curriculum is not limited to the textbooks but it is a wide concept covers the

whole body of knowledge, all activities and learning processes experienced by a student in school that

have been planned formally and systematically by educational institutions according to the levels of

students. On the other hand, the term of Islamic Education can be defined as education in the Islamic

spirit, which is universal and relevant to all mankind that has no segregation between “religious” and

“secular” knowledge. It aims at developing the entire human aspects physically, intellectually and

spiritually as well as educates a person to aware about his nature as a man and his roles as the servant

of God and His vicegerent on this earth. Basically, Islamic education must be holistic that cover

religious sciences derived from divine revelation and acquired sciences which gained through human

intellectual faculties. Both types of knowledge should be integrated with the principle of Divine Unity

or tawhidic paradigm and this will be interpreted for the term of Islamic Integrated Curriculum.

3. The importance of the Islamic integrated curriculum

The quality of the individual is related to their education which include the quality and the quantity,

the direction and the relevancy of their education. An Islamic integrated education focuses mainly on

implementing Islam as a whole with some philosophies of promoting a strong belief and knowledge,

the balance of the physical element and the soul, the world and the hereafter, the thoughts, the heart,

the mind and the search and application of Revealed knowledge. Through this integrated education,

students can be educated and trained to understand and uphold the Islamic faith, the laws and the

morals in one’s life (Zuraida et al, 2011). This type of education unifies the different knowledge in

life, with congruity between the development of “ummah” and its teaching, the relation between

human and God, the relation between the different components in oneself, towards creating

equilibrium in mind, spirit and body. In general, this education’s main aim is to obtain richness of the

heart and wisdom of the mind. The system governs the entire education process and knowledge

development and integrates the spiritual, physical and mental aspects in its implementation. A student

is made to understand that knowledge is pure (quds) and their involvement serves as a religious

service for mankind. Others facts on the importance of the Islamic Integrated Curriculum can be

summarised as:





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a. To ensure that all students gain knowledge and understanding of the Islamic legacy, its spirit

and history and be proud of Muslim scholars

b. To enable the students to distinguish themselves from non-Muslims and feel proud of this

distinction and anxious to preserve. Thus becoming self-conscious of their true ability.

c. A true vision of Islam will stop a Muslim being influenced by other ideologies.

d. To emphasize that Islam is a comprehensive religion and its teachings are relevant to every

aspects of life and every subject of curriculum.

4. The Elements needed in Islamic Integrated Curriculum

In the process of integrating the Islamic perspective into the sciences subject, there are few elements

needed to be taken into account objectively (Sharif, K.F., 2007 and Talbani A 1996). These elements

are:

a. Emphasis on two major sources of Islamic education, namely Al-Quran and Sunnah, as

source of authentic revealed educational knowledge, outlining the general guidelines of the

educational process in its serene Islamic context.

b. Constructing and studying the Islamic Integrated education models and evaluating those of

cycles of education, curriculum guidance, educational administration and others.

c. Preparing the textbook and educational materials and media from Islamic perspective at all

levels.

d. Training of the needed personnel to fulfill any feature of part of the programme in the Islamic

manner.

This paper reported the study in the element of preparing the textbook and other educational materials

and media from the Islamic perspective and one Physics chapters was selected as a sample and its

impact was studied.

5. Approaches in developing Islamic Integrated chapters in science textbook

The lacking of the Islamic Integrated textbook at the primary school education, matriculation and

tertiary levels, among other factors is due to the ineffective strategy and technique in writing this type

of book (Hashim & Abdallah, 2013). There is the need to develop the special tools or guidelines for

developing Islamic Integrated science textbook for the purpose of standardizing and for overcoming

the misconception due to different background of authors involved in the islamization activity (Saidi

et al, 2016b). The key elements in developing the Islamic integrated science textbook as suggested by

two great scholars in Islamisation al-Attas (1991, 1993) and al-Faruqi (1982) which is compared and

summarized by Hasyim and Rossidy (2000) are eliminating and re-adapting of foreign elements and

infusion of Islamic perspective or input. This approach is in line with the suggestion by a research

group in a Focus Group Discussion held on 18th -19

th November, 2014 in Kulliyyah of Engineering

(KOE), IIUM. They proposed two significant processes in Islamic Integration Curriculum (IIC),

namely ‘omitting’ the elements that against Islamic view from the western based curriculum and

infusing with Islamic inputs (Saidi et al, 2016a). Tawhidic and revelation are the most crucial inputs

that should be imbued in the Islamic Integrated Curriculum (al-Attas, 1993 and al-Faruqi,1982)

The insertion of the verses from the al-Quran must be considered as many observations on natural

phenomena and their explanatory details are seen to be in total agreement with modern scientific data

(Adebayo, 2015). Beside al-Quran some scholars (Sharif, 2007 and Talbani, 1996) suggested that the

al-Hadiths also should be another sources of authentic revealed educational knowledge, as there also

hadith mentioned by prophet Muhammad SAW which gives accurate account of the stages of a fetus

in the womb of pregnant woman, when the hi-tech equipment had not been in place (Adebayo, 2015).





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Besides the assimilation of the Tawhidic worldview and Qur’anic revelations into the Islamic

Integrated Curriculum, elements as Islamic world view, shari’ah, sirah (history) and as well as

Tasawwuf, Islamic ethics and Arabic language must also be incorporated or infused in this Integrated

Islamic Curriculum. In order to ensure the students understand the Islamic legacy, its spirit and history

it is essential for this Integrated Islamic Curriculum to be enriched to accurately reflect the

contribution of Muslim scholars who are renowned in all spheres of scientific endeavor such as al-

Kindi, al-Khawarizmi, ibn-Hytham and lots others.

Islamic values is another key important elements that need to be infused in the Integrated Islamic

Curriculum as science could not be labeled as being value-free (Adebayo, 2015), in fact all the

sciences should be re-molded to incorporate value (al-Faruqi, 1982) and infused with Islamic values

and morality, both in the learning process and personality (Beghout, 2011). It is made understand to

us that, language; thought and reason are closely interconnected to and indeed interdependent in

projecting man to his worldview or vision reality (Kirmani, 1989). Due to this, it is important to

introduce certain Arabic key terms in IIC as the Importance of Arabic as the language of Al-Quran

and civilization cannot be denied.

The Integrated Islamic Curriculum is incomplete without elements of thoughts (Fikr) remembrance of

Allah (dhikr), as well as action (‘amal) (Surajudeen, Zahari & Mat, 2013). On top of that the IIC must

be imbued with tadabbur, tafakkur (Baba, 2015) and syukr (appreciation).

Based on the literature review, suggestion, as well as resolution made in the FGD mentioned earlier, a

tool or guideline should be developed to assist the educators in writing the Islamic Integrated Science

chapters or textbooks. As a result, our research group has developed a method namely the ENRICH

Tool, with the aim to guide the educators who have the interest to write a chapter or book to

systematically Integrate or infused the Islamic Perspective either through modification of the existing

Western based science Textbook or developing a totally new Islamic approach of science textbook.

This ENRICH tool consists of six main steps (Zain, et al., 2016) as describe by Figure 1.

ELIMINATE

NOURISH

READAPT

INFUSE

CREATE

HARMONIZE

START

Figure 1: ENRICH Tool- Process Flow (Zain,et al, 2016)





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6. Case study

The present study is concerned with the impact of the Integration or Infusion (to simplify, only

“Infusion” will be used henceforward) of the Islamic Perspective in Physics textbook to the teaching

and learning of this subject in Center for Foundation studies (CFS) in International Islamic University

(IIUM) from the perceptions of the educators. One selected chapters from Physics Vol. one on the

topic of “The Law of Motions’ which already developed by using the ENRICH Tool was used as

sample and given to the first semester students of the Semester II, session 2015/2016 and for

educators for teaching and learning purposes. It is good to be highlighted that the former students

taking the same courses were using Serway & Jewitt (2008) and Giambattista, Richardson &

Richardson (2016) Physics Textbook as their reference, which are among the top ten textbooks used

in the world. The educators were given a day briefing on how to use and conduct the class by using

the newly developed chapter. At the end of the semester, the educators is given the structured

questionnaire to study the impact of the infusion of Islamic perspective in teaching materials to the

teaching and learning activities

7. Methodology

Based on the review of relevant research cited in section 5, two survey instruments were designed for

the students and educators. The design of the instruments went through different stages and pre-tested

by 16 educators who are teaching physics in the CFS. The survey questions were designed by

classification the parts into two sections; the first section (section A) covers the respondent’s

demographic data and the second section (section B) consists of 24 statement items, designed to

gauge the educators perception on the impact of the infusion of Islamic perspective in the teaching

materials to the teaching and learning activities through its three constitutional components of

contents and style of the chapters, the infusions of Islamic perspective into the chapter (Islamisation)

and the perception of the educators on its impact .The type of statements given to the educators are as

per Table 1.

TABLE 1

Surveys statement given to the respondents

Question

No

Survey Questions

PART 1: CONTENT AND STYLE

Q1 The flow of this chapter is smooth and harmonious

Q2 Topics are sub-sectioned in a similar pattern from the current textbook

Q3 The chapter’s organization makes it easier to learn and teach

Q4 Physics content in this chapter is sufficient and fulfill CFS requirements in

both Learning and Programme Outcome

Q5 The language in this chapter is simple which suits the capabilities of CFS

students

Q6 The style of the chapter is interesting and very suitable to CFS students in

this stage

Q7 Pictures and diagrams are related and effectively illustrate the

corresponding topics

Q8 The examples and solutions provided is sufficient for student’s reference





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Section B of the questionnaire employed the selected response items format that dictated the

responses of five-point Likert scale ranging from one of “strongly disagree” to five “strongly

agree”. The data was analyzed with the help of Statistical Products and Service Solutions (SPSS)

for calculating mean, standard deviation, percentage, Cronbach’s alpha, etc.

The reliability of the survey instruments were measured by Cronbach’s alpha, a measure of internal

consistency, that is, how closely related a set of items is as a group. It is considered to be a measure

of scale reliability. A "high" value for alpha does not imply that the measure is unidimensional and

Cronbach's alpha is not a statistical test - it is a coefficient of reliability (or consistency). Cronbach's

alpha can be written as a function of the number of test items and the average inter-correlation among

the items. In Eqt. 1, for conceptual purposes, the formula for the standardized Cronbach's alpha is

shown:

Eqt. 1

Here N is equal to the number of items, c-bar is the average inter-item covariance among the items

and v-bar equals the average variance. It can be seen from this formula that if the number of items

increase, Cronbach's alpha need to be increased. Additionally, if the average inter-item correlation is

low, alpha will be low. As the average inter-item correlation increases, Cronbach's alpha increases as

well (holding the number of items constant).

8. Finding and Analysis

PART 2: ISLAMIZATION

Q9 Overall, integration of Muslims scientist is clearly presented

Q10 The contribution of Muslim scientists is clearly presented

Q11 I have seen similar chapters in different books that follow the same

approach in delivering Physics content integrated with Islamic knowledge

Q12 Physics as explained in this chapter is made more interesting and

meaningful to Muslim readers

Q13 Topics in this chapter are introduced not only as a science material but

also as a tool to appreciate the creation of Allah

Q14 Selected Quranic verses are relevant to the topics of this chapter

Q15 By using this chapter, it is expected that students’ spirituality will improve

Q16 The DFS methodology is clearly meaningful

PART 3: IMPACT

Q17 This chapter would effectively change my way of teaching

Q18 This chapter will increase my teaching preparation time

Q19 This chapter will increase students learning time

Q20 This chapter will inspire students to know more about the relationship

between Physics and Quran

Q21 I would recommend this chapter to be taught in CFS

Q22 With this chapter, there is a need to revise the objectives of this subject in

CFS

Q23 This approach is in line with the vision and mission of CFS

Q24 I am well prepared to teach this chapter





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8.1 The Respondents’ demographic data

The physics educators profile consists of five items that include information on gender, age,

qualification, teaching experience and Islamic education that they are received in the early stages of

their study. The profile shows the number of Physics educators from CFS, IIUM who have

participated, as a respondent in this study comprises of 16 educators from which 25% of them male

and 75% female. In terms of age, about 12.5% were in the range of 25-30 years old, 37.5% in the

range of 31-35 years old, 12.5% in the range of 36-40 years old and 37.5% more than 40 years old

which would portray that the educators are mixed between the young educators and experienced

educators. Further analysis of the results however, show in term of teaching experience, 25% of the

educators are having experience in teaching in the range of 2-5 years, 25%, 6-10 years of teaching,

and another 50% of them having teaching for the past ten years in CFS, implied that better

representation of the results will be obtained as more than 50% of the respondents have experienced

and exposure to the teaching and learning in his subject.

The background qualification in which majority of the educators or to be more precise, 87.5% of them

were high qualified educators who completed their Master degree, whereby 50% were with master

study in Physics and 37.5%. master in Engineering. Another 12.5 % of the educators were graduated

in Bachelors of Physics. In terms of having formal Islamic education, it is about 50% claiming having

formal Islamic education in the religious based integrated schools and 50% claiming not going

through the formal Islamic education during their studies.

In general, even-though this preliminary survey represented by small number of 16 respondents, the

profile of the respondents has shown acceptable well-balanced samples that could fairly represents the

perception on impact of the Integration or the infusion of the Islamic perspective in the teaching

materials, in this case the chapters in the Physics subjects.

8.2 Descriptive Statistics

The respondents’ perception on the impact of Integration of Islamic perspective in the one chapter in

Physics subject to teaching and learning is measured through their comprehension and awareness

towards three essential components namely contents and styles of the chapter with the Islamic

outlook, the infusion of Islamic perspective (as glorifying the Muslim scholars, insertion of the related

verses, the nourishment on the Tawhidic perspective and others as discussed in section 5) as well as

the perception on this teaching materials to the teaching and learning activities. This paper will

deliberately analyses the statistic obtained based on the components mentioned earlier.

8.2.1 Contents and styles of the chapter

In general, the analysis of the survey shows that more than 90% of the educators in agreement that the

content and styles of this newly developed chapter is sufficient and fulfill the CFS requirement. As

shown in Table 2 the perception of the CFS educators on the element of contents and style was

moderately high with an overall mean score of 3.89 (SD = 0.72). The result is reflected from the mean

scores of all its components that range from 4.25 to 2.5. The highest mean component was in the

aspects of the chapters developed is smooth and harmonious, and the chapters organization are easy

for them to understand which indicates high perception towards that elements. On the other hands, the

lowest mean value was the component of insufficient of examples and the solutions of 2.50 (SD=0.89)

which implies the unsatisfactory perception of the educators on the items and needed to be of concern

to the researchers.





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TABLE 2

The perception of the CFS educators on the content and style of chapter

Items

description Mean

Std.

Deviation

Interpretation

s

Q1 4.25 0.68 High

Q2 3.87 0.81 Moderately

High

Q3 4.25 0.68 High

Q4 4.00 0.73 High

Q5 4.12 0.62 High

Q6 4.00 0.73 High

Q7 4.13 0.62 High

Q8 2.50 0.89 Low

8.2.2 Islamisation (Infusion of Islamic perspective)

There are eight items addressing the Islamisation elements which includes, Integration, Muslim

contributors, meaningful to the Muslim readers, as tools to appreciate Allah, quranic verses are

relevant, spirituality improved, meaningfulness of Dzikr, Fikr, Syukr (DFS). From the seven items in

the elements, it is observed that the highest mean score is item in Q14 on ‘Selected Qur’anic verses

are relevant to the topics of this chapter’ with the mean score of 4.5 (SD=0.73) which implied that the

respondents agreed on the perception that the developed chapters has the quoted verses relevance to

the topics of the chapters. There were also five items (Q9, Q10, Q12, Q13, Q15) that have the mean

score of above (>) 4, which implied still high level of perception on the elements of Islamisation.

The result in Table 3, also show one item on Q11, which exhibited a low level of perception with the

mean score of 2.00 (SD =1.37). In fact this was the lowest of all item across the components. This

was expected, as Q11 on the statement ‘I have seen similar chapters in different books that follow the

same approach in delivering Physics content integrated with Islamic knowledge’ is a negative

statement to study either the respondents as seen the similar Physics Islamic integrated chapter in the

while period they teach this subject. This implied that not many respondents came across the similar

Islamic integrated physics chapters until this study is conducted. It is also indicators to the

researchers that this type of teaching materials still rarely used or developed at the higher level of the

education systems and the continuous effort towards that must be strategized and progressed for the

betterment of ummah.

It can be summarised that in the aspect of Islamisation of the chapter, about 85.3% of the educators

claimed that they are satisfied with the infusion of Islamic perspective in the chapter and on top of

that the educators also claiming and it is adequate with the contribution of Muslim scholars are well

presented.





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TABLE 3

The perception of the CFS educators on the Islamisation

Items

description Mean

Std.

Deviation Interpretations

Q9 4.25 0.68 High

Q10 4.25 0.68 High

Q11 2.00 1.37 Low

Q12 4.25 0.86 High

Q13 4.38 0.72 Very High

Q14 4.50 0.73 Very High

Q15 4.38 0.72 Very High

Q16 4.00 0.89 High

8.2.3 Impact of Islamisation

The purpose of designing the statements item in this Islamisation element is to study the impact of the

integration of Islamic perspective in the chapter in the science textbook and in this study Physics in

the matriculation is selected as a case study. The respondents were asked their perception in terms of

either their teaching techniques, teaching preparation time, students learning time, the students’

inspiration to know more about relationships between physics with the creation of Allah, the

objectives of the subject in CFS will change when they are using this newly developed Islamic

Integrated Physics Chapter. On top of that they were also asked on the perception to recommend and

their preparedness to teach this chapter by using this newly developed chapters.

TABLE 4

The perception of the CFS educators on impact of the Islamisation

Items

description Mean

Std.

Deviation

Interpretation

s

Q17 4.2500 .68313 Very High

Q18 3.3750 1.02470 Very High

Q19 3.1250 1.31022 High

Q20 4.3750 .71880 Hgh

Q21 4.5000 .73030 High

Q22 4.0000 .89443 High

Q23 4.3750 .88506 High

Q24 4.0000 .89443 Moderately

Low

In general, the results of the study shown in Table 4, manifested that the infusion of Islamic

perspective in the chapter in science textbook does have some impact on the teaching and learning

activities. The respondents seems like agreed that the integration of the Islamic perspective in this

chapter increase the effectiveness of their teaching technique, inspire the students to know more about

the relationship between physics and Al-Quran and revision to the objectives are needed and

evidenced by the higher mean scores on this items of 4.25 (SD=0.68), 4.38 (SD=0.73) and 4.38

(SD=0.88) respectively. In term of preparation and learning time of the educators and the students, the





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mean scores of these two items were 3.37 (SD= 1.02) and 3.12 (SD = 1.31) which is moderately low

perception from the educators. The concern of the researchers when designing and developing this

integrated chapter among others is the extra information on the Islamic perspective will increase the

educators teaching preparation and teaching time as well as students learning time. The results

however, implied that even-though the educators are aware on the increase of preparation time for

teaching activity of the educators and learning time of the students, it is not much to be worried about

as it is still tolerable.

The average mean for each items in the element is 3.97 (SD= 0.89).

7.1 Reliability analysis

7.1.1 The cronbach’s alpha reliabity analysis

The instruments had a considerably high overall reliability of α=0.903, α=0.657 and 0.775 for

contents and styles, Islamisation and Impact of the Islamisation. The alpha coefficients for the sub-

scales were also good, exceeding the minimum threshold of 0.70 recommended in literature, thus

indicating good internal consistency.

7.1.2 The Split-Half Reliability Method

The split-half reliability method is an analysis to correlates between two elements of studies between

the contents and styles with Islamisation, Contents and styles with the impact on the educators as well

as the Islamisation and the impact of the Islamisation of the teaching materials to the educators.

If the correlation value for both groups is high, the aspects are said to have a high level of reliability.

A correlation coefficient value between 0.65 and 0.95 represents a satisfactory level of reliability. The

Table 5 shows the level of reliability.

TABLE 5

Level of reliability

Unaccepted

reliability

value

Low reliability

value

Average

reliability

value

High

reliability

value

Unaccepted

reliability

value

0.01 to 0.49 0.50 to 0.64 0.65 to 0.79 0.80 to 0.95 0.96 to 0.99

The analysis results show that the correlation coefficients of equal-length Spearman-Brown reliability

are 0.93, 0.90 and 0.88. Therefore, the reliabilities of the aspects are ‘high reliability’ and

satisfactory/significant.

8. Conclusions and Future Recommendations

In brief this preliminary survey of the educators’ perception on the impact of integration or infusions

of the Islamic perspective in the Physics chapters study through the elements of content and styles as

well as the Islamisation of the chapter shown a reasonably laudable comprehension in relating to the

teaching and learning activities which is gauged in the elements of impact of islamisation in the newly

developed chapter in the Physic Textbook. These results reflected the acceptance of the educators in

CFS on the newly developed Islamic Integrated Physics Chapter. The lacking aspect of their

perception on this chapter however, on the number of tutorials or/and the exercise given to the

students and this matters will be taken-up by the researcher before strategizing in developing





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complete textbook. The researchers realized that the development of this Islamic Integrated chapter

need further improvement as it is just at initial stage, and input from the educators are needed for the

betterment of Islamic Integrated Curriculum that might balance the personalities of the Science

Students.

Acknowledgement

The authors would like to thank the Ministry of Higher Education (MOHE) for sponsorships of Myra

incentives Research Grants (MiRGS 13-02-002-0001), Research Management Center, of IIUM for

their assistance, staff and students from Kulliyah of Engineering and Center for Foundation Study for

their contribution towards the successful of this study.

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