Inquiry-Based Learning Model Grounded in Islamic and Muhammadiyah Values for Understanding Energy and Work
DOI:
https://doi.org/10.24252/asma.v8i1.62661Keywords:
AIK values, energy, inquiry-based learning, islamic education, physics learning, workAbstract
This study aims to analyze how the integration of Al-Islam and Kemuhammadiyahan (AIK) values within an inquiry-based learning model supports students’ conceptual understanding of energy and work. The research employed a descriptive qualitative approach involving 32 eleventh-grade science students and one physics teacher at a Muhammadiyah senior high school in Tangerang Selatan, Indonesia. Data were collected through classroom observations, analysis of student worksheets (LKPD), and semi-structured interviews, and were analyzed using thematic analysis. The findings indicate that the implementation of inquiry stages integrated with AIK values such as tadabbur, amanah, ikhlas, and syukur is reflected in the ways students formulate questions, interpret experimental results, and reflect on the relationship between energy concepts and the order of natural phenomena. These qualitative findings suggest that students demonstrate a more structured conceptual understanding of energy transformation and mechanical work, along with reflective attitudes, careful reasoning, and moral responsibility during the scientific learning process. The contribution of this study lies in the formulation of an AIK-based inquiry learning model that operationalizes Islamic values pedagogically within each inquiry stage. This approach positions physics learning not only as a process of conceptual mastery but also as a means of developing holistic scientific literacy within the context of Muhammadiyah education.
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