Intelektual: Jurnal Pendidikan dan Studi Keislaman https://ejournal.
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id/index.
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, 2026, 159-172 DOI: 10.
33367/ji.
Available Online: 2026-04-30
E-ISSN: 2685-4155
Islamic Value Integrated Science E-Module for Junior High School Learning Daffa Tantra Pratama,1 Suharsiwi Suharsiwi,2* Noor Azura Zakaria,3 Universitas Muhammadiyah Jakarta.
Indonesia International Islamic University Malaysia (IIUM).
Malaysia daffaptm130@gmail.
com, 2suharsiwi@umj.
id, 2azurazakaria@iium.
Received: 2026-03-01 *) Corresponding Author Copyright A2026 Authors Revised: 2026-04-06 Approved: 2026-04-15 Abstract This study addresses the persistent divide between scientific knowledge and Islamic values in junior high school learning by developing an Islamic value-integrated science e-module.
Unlike prior studies that focus mainly on general digital media, this research emphasizes a structured, empirically validated module aligned with curriculum needs.
The study employed a Research and Development (R&D) approach based on the Borg and Gall model, including needs analysis, design, development, expert validation, and usability testing.
Data were collected from 100 teachers, four experts, and 60 students using questionnaires and validation instruments.
The results indicate high feasibility scores from experts .
13100%) and positive responses from teachers .
65%) and students .
30%).
Qualitative findings indicate that the e-module improves studentsAo conceptual understanding of the circulatory system and fosters studentsAo awareness of Islamic values, particularly in recognizing the perfection of human creation.
These findings suggest that integrating Islamic values into science e-modules supports both conceptual understanding and the development of religious character in a meaningful learning context.
Keywords: Conceptual Understanding.
Islamic Values.
Religious Character.
Science E-Module.
Abstrak Studi ini membahas kesenjangan yang terus berlanjut antara pengetahuan ilmiah dan nilai-nilai Islam dalam pembelajaran di sekolah menengah pertama dengan mengembangkan modul elektronik sains yang terintegrasi dengan nilai-nilai Islam.
Berbeda dengan studi sebelumnya yang sebagian besar berfokus pada media digital umum, penelitian ini menekankan modul terstruktur dan tervalidasi secara empiris yang selaras dengan kebutuhan kurikulum.
Studi ini menggunakan pendekatan Penelitian dan Pengembangan (R&D) berdasarkan model Borg dan Gall, termasuk analisis kebutuhan, desain, pengembangan, validasi ahli, dan pengujian kegunaan.
Data dikumpulkan dari 100 guru, empat ahli, dan 60 siswa menggunakan kuesioner dan instrumen validasi.
Hasil menunjukkan skor kelayakan yang tinggi dari para ahli .
,13100%) dan respons positif dari guru .
,65%) dan siswa .
,30%).
Temuan kualitatif menunjukkan bahwa modul elektronik tersebut meningkatkan pemahaman konseptual siswa tentang sistem peredaran darah dan menumbuhkan kesadaran siswa tentang nilai-nilai Islam, khususnya dalam mengenali kesempurnaan ciptaan manusia.
Temuan ini menunjukkan bahwa mengintegrasikan nilai-nilai Islam ke dalam modul elektronik sains mendukung pemahaman konseptual dan pengembangan karakter religius dalam konteks pembelajaran yang bermakna.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
International License.
Daffa Tantra Pratama et al.
Kata Kunci: Karakter Religius.
Nilai-nilai Islam.
Modul Sains Elektronik.
Pemahaman Konseptual.
Introduction Education is widely acknowledged as a key factor in shaping studentsAo intellectual, moral, and spiritual development.
1 In the context of Islamic education, learning is expected to foster not only cognitive achievement but also the integration of faith, values, and character formation.
2 However, in practice, particularly in science education, a persistent separation between scientific knowledge and religious values remains evident.
3 In many learning contexts, science is approached as an empirical discipline, whereas religious education is typically associated with moral and spiritual This condition is also reflected in Indonesian Islamic schools, where the inclusion of Islamic values is often limited to symbolic elements, such as the insertion of QurAoanic verses, without deeper conceptual integration.
Consequently, students may develop strong scientific understanding but cannot relate it to spiritual awareness and moral reflection.
This dichotomy leads to fragmented learning experiences that fail to foster holistic learning.
In Indonesia, this gap remains evident even within Islamic-based educational Science subjects tend to prioritize conceptual understanding and academic performance, while the integration of Islamic values is often limited to symbolic inclusion, such as the addition of QurAoanic verses, without deeper conceptual 5 Consequently, students may develop strong scientific knowledge but cannot connect it with spiritual awareness and moral reflection.
This condition underscores the Nadeem A.
Memon et al.
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Islamic Value Integrated Science E-Module urgent need for instructional approaches that meaningfully integrate scientific and religious perspectives in the classroom.
The advancement of digital technology has opened broad opportunities for the development of innovative learning media.
Digital instructional materials, such as electronic modules .
-module.
, are increasingly used to support interactive, studentcentered learning.
7 However, most existing digital resources still focus primarily on content delivery, with limited attention to value integration.
Thus, the potential of digital media to support holistic, value-based education has not been fully realized.
Previous studies have explored the integration of Islamic values in science and digital education, generally reporting positive impacts on student motivation, engagement, and attitudes.
8 Nevertheless, many of these studies treat value integration as a supplementary element rather than embedding it within the core instructional Furthermore, empirical validation involving multidisciplinary experts and direct classroom implementation remains limited, particularly at the junior high school level.
This indicates a research gap in the development of systematically validated instructional products that integrate Islamic values in a structured and pedagogically grounded manner.
To address this gap, this study develops an Islamic value-integrated science emodule designed specifically for junior high school students.
Given the need to produce a valid and practical instructional product, this study employs a Research and Development (R&D) approach that enables systematic design, validation, and refinement through iterative processes.
10 This approach ensures that the developed emodule is not only theoretically grounded but also empirically tested, enabling value Ardi Ardi et al.
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Educational Research: An Introduction (Allyn and Bacon, 2.
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integration to support both conceptual understanding and religious character The human circulatory system was selected as the focus of this study due to its strong relevance to both scientific concepts and Islamic values.
This topic presents complex biological processes that reflect balance, regulation, and the interdependence of body systems, which can be meaningfully connected to Islamic teachings about the perfection of human creation .
yat kauniya.
Through this material, students are encouraged not only to understand scientific mechanisms but also to develop reflective awareness of values such as gratitude .
, contemplation .
, and recognition of AllahAos creation.
Therefore, the selection of this topic is considered strategic for demonstrating how science learning can be integratively linked with Islamic values in a structured instructional design.
Therefore, this study aims to: .
analyze teachersAo needs for Islamic valueintegrated science e-modules.
develop and validate the feasibility of the e-module.
examine teacher and student responses to its implementation in science learning.
Through this approach, the study contributes to the development of integrative, character-oriented science education that aligns with Islamic principles and the demands of 21st-century learning.
Method Research Design This study employed a Research and Development (R&D) approach using the Borg and Gall model to develop an Islamic value-integrated science e-module.
This model was selected because it provides a systematic framework for producing valid and practical educational products through iterative development and evaluation.
12 The development procedure in this study was conducted through the ninth stage, encompassing needs analysis, product design and development, expert validation, revision, and field testing.
Ibnu Hadjar and Umul Baroroh.
AuIntegrating Islamic Values in the Learning of Science and Mathematics,Ay International Journal of Latest Research in Humanities and Social Science (IJLRHSS) 07, 08 .
: 35Ae40.
Firuz Kamalov et al.
AuNew Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution,Ay Sustainability 15, no.
: 12451, https://doi.
org/10.
3390/su151612451.
Torang Siregar.
AuStages of Research and Development Model Research and Development (R&D),Ay DIROSAT: Journal of Education.
Social Sciences & Humanities 1, no.
: 142Ae58, https://doi.
org/10.
58355/dirosat.
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Islamic Value Integrated Science E-Module Participants and Setting The study involved junior high school teachers and students.
The needs analysis phase included 100 teachers specializing in science and Islamic education.
Field testing was conducted at Nurul Iman Junior High School, involving two science teachers and 60 eighth-grade students.
The school was selected through purposive sampling due to its commitment to integrating Islamic values in daily learning and its adequate digital infrastructure to support e-module implementation.
This setting ensures the study's contextual relevance to value-integrated digital learning.
Research Procedure The research procedure followed several key stages.
First, a needs analysis was conducted to identify teachersAo challenges and expectations regarding the integration of Islamic values in science.
Second, the e-module design phase involved structuring scientific content, integrating relevant QurAoanic verses and hadiths, and developing interactive activities.
Third, the product was developed into a digital format incorporating text, images, and reflective components.
Fourth, expert validation was conducted to assess content accuracy, instructional design, media quality, and value Finally, the revised product underwent field testing to evaluate its practicality and user responses.
Instruments and Data Collection Data were collected using three primary instruments: .
a needs analysis questionnaire for teachers, .
expert validation sheets, and .
usability questionnaires for teachers and students.
The validation process involved experts in media, educational technology.
Islamic education, and QurAoanic studies to ensure the rigors of both scientific content and value integration.
14 All instruments were developed using Likertscale items and reviewed for content validity before data collection.
Before the main data collection, all instruments were pilot-tested to ensure their reliability and internal consistency.
The reliability of the instruments was measured Siregar.
AuStages of Research and Development Model Research and Development (R&D).
Ay Tika Audyta Elvanuari et al.
AuDevelopment of E-Worksheet Based on Search.
Solve.
Create, and Share (SSCS) Islamic Context to Improve Science Process Skills on Excretory System Material,Ay JPBI (Jurnal Pendidikan Biologi Indonesi.
10, no.
: 195Ae210, https://doi.
org/10.
22219/jpbi.
Abdurrahmansyah Abdurrahmansyah et al.
AuOnline Learning Phenomenon: From the Perspective of Learning Facilities.
Curriculum, and Character of Elementary School Students,Ay Education Sciences 12, 8 .
: 508, https://doi.
org/10.
3390/educsci12080508.
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using CronbachAos Alpha coefficient.
The results showed that the teacher needs analysis questionnaire obtained an alpha value of 0.
89, the expert validation instrument 0.
91, and the student response questionnaire 0.
87, indicating high reliability.
These values exceed the acceptable threshold of 0.
70, confirming that the instruments are consistent and reliable for data collection.
Data Analysis Quantitative data from validation and usability questionnaires were analyzed descriptively using percentage scores to determine feasibility and practicality levels.
This analysis was applied consistently across expert validation and user responses.
Additionally, qualitative feedback from experts and users was analyzed to guide product revisions and improvements.
ycCycaycycaycnycuyceycc ycIycaycuycyce Percentage of feasibility = ycAycaycuycnycoycyco ycEycuycycnycaycoyce ycIycaycuycyce x 100% A.
The results were interpreted using predefined criteria to classify the e-module as ranging from "less valid" to "very valid" and from "less practical" to "very practical.
Product Assessment Criteria, as seen in Table 1.
Table 1.
Criteria for Validation Results E - Science Module Percentage (%) Assessment Criteria
0% - 25%
Less valid
26% - 50%
Quite Valid
51% - 75%
Valid
76% - 100%
Very Valid ycCycyceycycayco yaycyceycycayciyce Percentage of eligibility e-modules = yaycycyceycycycoyceycuyc yaycnyciEayceycyc ycIycaycuycyce x 100% A.
The percentage results are then converted into statements to determine the practicality of Natural Sciences, product Assessment Criteria, as shown in Table 2.
Table 2.
Criteria for the Results of the Practicalization of the e-Science module Percentage (%) Assessment Criteria
0% - 25%
Less practical 26% - 50% Quite practical 51% - 75% Practical 76% - 100% Very Practical Ketut Gde Sunu Utama and I.
Gede Margunayasa.
AuAugmented Reality Based Student Worksheets to Improve Understanding of 3D-Shapes Concepts for Fifth Grade of Elementary Schools,Ay Thinking Skills and Creativity Journal 7, no.
: 106Ae14, https://doi.
org/10.
23887/tscj.
Dawit Dibekulu Alem.
AuAn Overview of Data Analysis and Interpretations in Research,Ay International Journal of Academic Research in Education and Review 8, no.
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org/10.
14662/IJARER2020.
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Islamic Value Integrated Science E-Module The data used in the student response analysis are from the response The data analysis technique used in this study is to calculate the percentage of values.
The score of the review results is calculated as the average score of each aspect assessed, the equation score:
ycCycyceycycaycoyco yaycyceycycayciyce Percentage of student feasibility = yaycycyceycycycoyceycuyc yaycnyciEayceycyc ycIycaycuycyce x 100% A.
The percentage results are then converted into statements to determine students' responses to science e-modules.
The product assessment criteria are shown in Table 3.
Table 3.
Criteria for Student Response Results Percentage (%) Assessment Criteria
0% - 25%
Very not good
26% - 50%
Not good
51% - 75%
Good Research Ethics This study adhered to ethical research principles by ensuring voluntary participation, informed consent, and participant confidentiality.
Formal permission was obtained from the school before data collection, and all data were used strictly for academic purposes.
Results and Discussion This study aimed to develop and evaluate an Islamic value-integrated science emodule for junior high school science learning.
The development process followed the Borg and Gall R&D stages, beginning with a needs analysis, followed by design, development, expert validation, and limited field testing.
19 The developed e-module was systematically structured to integrate scientific content with Islamic values.
The module consists of several key components: .
learning objectives aligned with the junior high school science curriculum, .
presentation of scientific concepts on the human circulatory system enriched with relevant QurAoanic verses and hadiths, .
reflective sections linking scientific phenomena to Islamic values, .
interactive activities and practice questions, and .
closing reflections aimed at internalizing religious character.
This structure indicates that Islamic values are embedded within the instructional design rather than presented as supplementary elements.
The integration is particularly evident Saada Al Habsi.
AuEthical Considerations in Obtaining Informed Consent in Research Participation,Ay International Journal of Educational Contemporary Explorations (IJECE) 1, no.
: 22Ae32, https://doi.
org/10.
69481/DIVL1152.
Siregar.
AuStages of Research and Development Model Research and Development (R&D).
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in the reflection sections, which encourage students to connect biological processes with the recognition of AllahAos creation, thereby supporting both spiritual awareness and conceptual understanding.
TeachersAo Needs Analysis The results of the needs analysis indicate a strong demand for Islamic valueintegrated science learning materials.
As presented in Table 4, the majority of teachers agreed that science teaching materials should integrate Islamic values .
%), that digital e-modules are needed .
%), and that learning materials should include relevant QurAoanic verses and hadiths .
%).
Additionally, 88% of teachers reported difficulties in independently developing such modules.
These findings highlight a gap between instructional expectations and teachersAo capacity to design integrative learning resources, underscoring the importance of developing structured, accessible e-modules.
Table 4.
Results of Teacher Needs Analysis Percentage of agreement
Statement
(%)
Science teaching materials need to integrate Islamic values Teachers need digital-based e-modules based on Islamic values Modules should be accompanied by verses of the Qur'an and the hadith relevant to Teachers have difficulty designing Islamic value -based modules Source: Primary Data Analysis .
E-Module Development and Validation These findings from the needs analysis are consistent with previous studies indicating that teachers often face challenges in systematically integrating Islamic values into science learning.
Table 5.
E-Module Validation Results by Experts Validator Validation Score (%) Category Media Expert
88,13%
Very decent
Educational Technology Expert 96,20% Very decent
Islamic Education Expert
Very decent
Al-QurAoan Education Expert
98,30%
Very decent Source: Primary Data Analysis .
Hadjar and Baroroh.
AuIntegrating Islamic Values in the Learning of Science and Mathematics.
Ay Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol.
, 2026
DOI: 10.
33367/ji.
Islamic Value Integrated Science E-Module However, unlike prior studies that primarily focus on conceptual discussions, this study provides empirical evidence through product development and validation, thereby offering a more practical contribution to instructional design.
The feasibility of the developed e-module was evaluated through expert validation involving media, educational technology.
Islamic education, and QurAoanic studies experts.
As shown in Table 5, all validation results fall within the Auvery validAy category, with scores ranging from 88.
13% to 100%.
This indicates that integrating Islamic values can be achieved without compromising scientific accuracy, instructional quality, or media design.
The involvement of multidisciplinary experts enhances the product's credibility and ensures that both scientific and religious aspects are appropriately Implementation and User Responses The usability testing results further demonstrate that the e-module is practical and well accepted by users.
As shown in Table 6, teachers provided very positive evaluations .
8%) of content feasibility and curriculum alignment, while students reported high levels of satisfaction .
3%) with visual appearance, language clarity, and readability.
These results indicate that the e-module is not only feasible but also effective in supporting learning activities in classroom contexts.
Table 6.
User Responses (Teachers and Student.
Respondent Assessment Aspect Score (%) Category Teacher IPA 1 Feasibility of contents and media 90,8% Very decent Teacher IPA 2 Conformity with the curriculum 88,5% Very decent Students .
Visual, language, readability 81,3% Very decent Source: Primary Data Analysis .
These quantitative findings are further supported by qualitative data obtained from interviews and classroom observations, as presented in Table 7.
Table 7.
Qualitative Findings from Interviews and Classroom Observations Respondent Excerpt Interpretation Teacher AuThe e-module helps students connect The e-module facilitates meaningful scientific concepts with Islamic values integration between scientific concepts more meaningfully, especially during and Islamic values through reflective reflection activities.
Ay learning activities.
Teacher AuStudents are more engaged because The integration approach increases Elvanuari et al.
AuDevelopment of E-Worksheet Based on Search.
Solve.
Create, and Share (SSCS) Islamic Context to Improve Science Process Skills on Excretory System Material.
Ay Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol.
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Respondent Student Excerpt they not only learn the content but also reflect on its relation to their beliefs.
Ay Interpretation student engagement by linking cognitive learning with personal belief AuI understand the circulatory system The e-module supports both conceptual better, and it makes me realize how understanding and the development of perfect Allah created the human body.
Ay studentsAo religious awareness.
These findings indicate that the integration of Islamic values is not merely symbolic but functionally supports studentsAo understanding and reflective thinking in science learning.
To further interpret these findings, the qualitative data were analyzed in relation to relevant theoretical perspectives.
The qualitative findings presented in Table 7 provide deeper insights into how the integration of Islamic values operates within classroom practice.
The excerpts from both teachers and students indicate that the e-module does not merely add religious elements superficially, but rather embeds values within the learning process through reflective activities.
This supports the view that value integration in education should be functional and pedagogically grounded rather than symbolic.
Furthermore, the increased student engagement and reflective awareness observed in this study align with previous research indicating that integrating Islamic values into science learning can enhance studentsAo motivation and conceptual 23 The student responses, particularly in recognizing the perfection of human creation, also reflect the development of spiritual awareness alongside cognitive learning, which is consistent with the concept of holistic education in Islamic The findings indicate that the developed e-module effectively supports the integration of cognitive, affective, and spiritual aspects within the learning process.
Therefore, integrating Islamic values into science education, when implemented through structured instructional design, can contribute to more meaningful and holistic learning In line with previous studies, this research's findings confirm that integrating Islamic values into science learning can enhance student engagement and support Hadjar and Baroroh.
AuIntegrating Islamic Values in the Learning of Science and Mathematics.
Ay Ardi et al.
AuThe Effect of Islam and Science Integration Implementing on Science Learning in IndonesiaAy.
Tamjid Mujtaba and Michael Reiss.
AuThe Development of an AoAttitudes to Science and ReligionAo Instrument for Secondary School Students: How Are the Attitudes of Students to Science and Religion Associated with Student Religion and Other Characteristics?,Ay Education Sciences 12, no.
: 937, https://doi.
org/10.
3390/educsci12120937.
Mahmudi et al.
AuIntegration of Science and Religion.
Ay Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol.
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Islamic Value Integrated Science E-Module meaningful learning.
Earlier studies have highlighted the potential of value-integrated learning to improve motivation and understanding, but often lack systematic validation and structured instructional design.
In contrast, this study demonstrates that Islamic values can be embedded directly into scientific explanations, learning activities, and reflective processes within a digital module.
Furthermore, the usability results in this study are comparable to, or slightly higher than, those reported in previous research on digital learning media, indicating strong acceptance among both teachers and students.
This suggests that integrating Islamic values does not diminish the effectiveness of science learning.
rather, it enriches the learning experience by connecting cognitive understanding with spiritual reflection.
From a pedagogical perspective, the findings indicate that the developed emodule supports holistic learning by integrating cognitive, affective, and spiritual The connection between scientific concepts and Islamic values allows students to interpret scientific phenomena not only as objective knowledge but also as part of a broader understanding of faith and meaning.
This approach aligns with the goal of education to develop individuals who are intellectually competent and morally Despite these contributions, this study has limitations.
The implementation was limited to one school and focused on a single topic, namely the human circulatory Therefore, the findings may not be fully generalizable to other contexts or subject areas.
Future research is recommended to expand the application of this model across different scientific topics and educational settings, and to examine its effectiveness through experimental or longitudinal designs.
Conclusion This study demonstrates that developing an Islamic value-integrated science emodule is both feasible and practical for junior high school learning.
The findings show that Islamic values can be systematically embedded within scientific content, learning activities, and reflective components without compromising conceptual clarity or instructional quality.
This integration supports both studentsAo conceptual understanding and the development of their religious character, contributing to holistic learning.
From a pedagogical perspective, this study provides an empirically validated model for integrating Islamic values into digital science learning through structured instructional design.
The results highlight the importance of aligning curriculum Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol.
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content, digital media, and value integration to address the gap between scientific knowledge and spiritual development.
Despite these contributions, this study has several limitations.
The implementation was conducted in a single school and focused on one science topic, which may limit the generalizability of the findings.
Future research is recommended to extend this model to other science topics and educational levels, and to examine its effectiveness through experimental or longitudinal approaches.
From a practical perspective, this study recommends that Islamic educational institutions adopt this structured e-module design as a model for integrating Islamic values into other science subjects.
This can be implemented systematically by aligning curriculum content with reflective learning activities, incorporating relevant Islamic references, and supporting teachers through training in value-integrated instructional Such an approach can strengthen the role of science education in fostering both conceptual understanding and sustainable religious character development.
Acknowledgments This research was supported by the Ministry of Higher Education.
Science, and Technology (Kemdiktisainte.
Republic of Indonesia, under the BIMA Grant Program 2025 (Main Contract No.
124/C3/DT.
00/PL/2025, dated May 28, 2025.
Derivative Contract Nos.
0991/LL3/AL.
04/2025 and 71/R-UMJ/VI/2025, dated June 4 and 5.
The authors also gratefully acknowledge the Institute for Research and Community Service (LPPM).
Universitas Muhammadiyah Jakarta, and the Faculty of Islamic Studies.
UMJ, for their valuable support and collaboration throughout the References