Integrated Chemistry Learning of Islamic
Values to Increase Students Critical Thinking Ability, Ponorogo :
Pascasarjana Programe Universitas Muhammadiyah Ponorogo, Promote :
Bambang Harmanto and Anip Dwi Saputro.
Key Word : Chemistry Learning, Integra
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Institusion
Universitas Muhammadiyah Ponorogo
Author
Zuhrufiyah Nurany, Anna
Subject
Datestamp
2021-11-05 02:48:29
Abstract :
This research was carried out to know the problem of chemistry learning integrated islamic values. During this time, there has been a teacher?s reluctance to implement integrated learning of religious values on the grounds of adding to the burden os student learning and will result in student deductions. The studi will seek out the impact that islamic religious values integrated in ?Carbon Compound? materials on the outcomes of chemistry study in carbon compound, knowledge of religious value, and students? critical thinking ability. This research uses a quantitative approach to be quantitative with pretest post test control group design. As a free variable is the study of chemistry while there are three variable pendent : chemistry knowledege, religious value, and critical thinking of students. As a subject is student grade XI MAN 1 Magetan by taking samples two classes. Treatment was given by researchers who were also chemistry teachers at the Madrasah. The data collectors use written test issues given as pretest and post test, The question consists of 20 question of multiple choice of chemistry knowledge, 10 of the description questions of chemistry knowledge, 7 of the questions of religious values, and 5 of HOTS questions for measuring students critical thinking. Data analysis begins with statistical calculations of normality tests, homogeneity tests, and t-tests to localize the two average difference between the score of the experiment group and the control group. Whether to data from pretest results, posttest results, or gain (deviation post test and pre test scores). Analysis has found that integrated chemistry learning of islamic religious values has no bearing on students' learning., even from its analysis of the gain teaching of integrated chemical values Islam is improving his performance in student?s chemistry. Integrated learning of religious values increases students' religious values significantly (high), same as increase of students' critical thinking ability. Based on the results of the study, credible researchers would need some action to optimize islamic religious values and teaching and learning in the madrasah. The head quarter of madrasah is responsible for optimizing it by providing coaching of madrasah teachers to implement the integration of islamic religious values. The (chemistry) teacher realizes the importance of integrated teaching of islamic religious values is also the function and purpose of each subject. Teachers need not be "fearful," fortifying themselves by increasing religious knowledge, as well as by rendering students' moral judgments. For those still wondering, integrated learning of religious values could further the feat of studying the chemistry of madrasah students. Researchers may develop the learning at different times and places, as may researchers and teachers of other subjects.
This research was carried out to know the problem of chemistry learning integrated islamic values. During this time, there has been a teacher?s reluctance to implement integrated learning of religious values on the grounds of adding to the burden os student learning and will result in student deductions. The studi will seek out the impact that islamic religious values integrated in ?Carbon Compound? materials on the outcomes of chemistry study in carbon compound, knowledge of religious value, and students? critical thinking ability. This research uses a quantitative approach to be quantitative with pretest post test control group design. As a free variable is the study of chemistry while there are three variable pendent : chemistry knowledege, religious value, and critical thinking of students. As a subject is student grade XI MAN 1 Magetan by taking samples two classes. Treatment was given by researchers who were also chemistry teachers at the Madrasah. The data collectors use written test issues given as pretest and post test, The question consists of 20 question of multiple choice of chemistry knowledge, 10 of the description questions of chemistry knowledge, 7 of the questions of religious values, and 5 of HOTS questions for measuring students critical thinking. Data analysis begins with statistical calculations of normality tests, homogeneity tests, and t-tests to localize the two average difference between the score of the experiment group and the control group. Whether to data from pretest results, posttest results, or gain (deviation post test and pre test scores). Analysis has found that integrated chemistry learning of islamic religious values has no bearing on students' learning., even from its analysis of the gain teaching of integrated chemical values Islam is improving his performance in student?s chemistry. Integrated learning of religious values increases students' religious values significantly (high), same as increase of students' critical thinking ability. Based on the results of the study, credible researchers would need some action to optimize islamic religious values and teaching and learning in the madrasah. The head quarter of madrasah is responsible for optimizing it by providing coaching of madrasah teachers to implement the integration of islamic religious values. The (chemistry) teacher realizes the importance of integrated teaching of islamic religious values is also the function and purpose of each subject. Teachers need not be "fearful," fortifying themselves by increasing religious knowledge, as well as by rendering students' moral judgments. For those still wondering, integrated learning of religious values could further the feat of studying the chemistry of madrasah students. Researchers may develop the learning at different times and places, as may researchers and teachers of other subjects.
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