TEACHERS’ EXPERIENCES OF SCIENCE–ISLAM INTEGRATION IN MADRASAH IBTIDAIYAH SCIENCE LEARNING: A PHENOMENOLOGICAL STUDY
DOI:
https://doi.org/10.24252/auladuna.v13i1a10.2026Keywords:
Science–Islam Integration, Phenomenology, IPA Learning, Madrasah Ibtidaiyah (MI)Abstract
Despite growing interest in science–Islam integration in Islamic schools, research on teachers’ classroom experiences remains limited. This study explored teachers’ experiences of integrating science and Islamic values in science learning at Madrasah Ibtidaiyah (MI) using a descriptive phenomenological approach. Two teachers were purposively selected. Data were collected through in-depth interviews, teaching reflections, and documentation, then analyzed using Colaizzi’s method. Teachers viewed science–Islam integration as a unified body of knowledge grounded in tawhid. They used storytelling, group discussions, hands-on activities, and digital technology to connect scientific concepts with Islamic teachings. Challenges included curriculum fragmentation, students’ limited relational understanding, and institutional constraints in implementing the Merdeka Curriculum. The study highlights teachers’ reflective roles in promoting meaningful science–Islam integration in madrasah and contributes to strengthening holistic Islamic education, even though the findings are context-specific.
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