PSYCHOLOGY AND EDUCATION (2021) 58(2): 2668-2679 ISSN: 00333077

A NEW MODEL ORIENTED ON THE VALUES OF SCIENCE,

ISLAMIC, AND PROBLEM-SOLVING IN ELEMENTARY SCHOOLS
Nurdyansyah1*, Kamarul Shukri Mat Teh2, Eni Fariyatul Fahyuni3, Hendra Erik Rudyanto4,
Normadiah Daud2
1*,3
Department of Islamic Education, Universitas Muhammadiyah Sidoarjo, Indonesia
2
Faculty of Islamic Contemporary Studies, Universiti Zainal Abidin Terengganu, Malaysia
4
Faculty of Teacher Training and Education, Universitas PGRI Madiun, Indonesia
Corresponding Author: *nurdyansyah@umsida.ac.id

ABSTRACT
Purpose of the study: This research aims to develop problem-based learning that integrates scientific values and Islamic values
(PBL-ISI) model.
Methodology: This type of research using Research and Development (RnD). Research methods development refers to the
learning system design model Borg and Gall. Consideration usage method because the stages of the model can be seen clearly
from the learning components interacting with a specific purpose.
Main Findings: PBL-ISI model is appropriate to generate scientific and problem-solving skills for elementary school students.
Application of this study: PBL-ISI model can be implemented on scientific values and manner oriented curriculums.
Novelty/originality of this study: A learning model that is integrated with the values of science, Islam, and problem-solving in
elementary schools.

Keywords:
New Learning Model; Scientific values and manner; Problem-solving; Scientific.
Article Received: 18 October 2020, Revised: 3 November 2020, Accepted: 24 December 2020

INTRODUCTION in problem-solving and scientific thinking. The

The current 2013 curriculum represents learning PBL model is an active and structured
in the 21st-century life by demanding learning pedagogical learning where students are placed as
skills that must be mastered by students, such as the center of the learning process. Learning
creativity and innovation, critical thinking and activities used are presenting scenarios in the form
problem solving, communication and of problems for study groups by researching and
collaboration, and literacy skills (Van Laar et al., presenting solutions adjusted to the main problem
2017). Recent studies stated that the availability of (Hmelo-Silver, 2004). In the PBL model, some
learning materials to support students' skills in activities are following scientific values, namely
solving problems could not shape students' researching and presenting solutions in
scientific thinking (Gresnigt et al., 2014; accordance with existing problems. PBL is based
Howgego, 2018; Huang et al., 2018). Basically, on the concept that students can learn socially.
problem-solving capabilities can be trained Every learning process enables students to
through several stages, namely planning, search understand new knowledge through elaboration,
data, writing drafts, discussion, and improvement collaboration, and questions to build student
(Hämäläinen et al., 2019; Jahnke & Liebscher, knowledge (Wyness & Dalton, 2018).
2020; Jena & Chavan, 2017; Liu et al., 2019). Islamic values that instill morality and scientific
Thus, the ability in terms of problem-solving and behavior affect students' problem-solving abilities
scientific thinking becomes the primary need of (Izzati et al., 2019; Nurdyansyah et al., 2017;
students, among other learning skills in the 21st Umami et al., 2019). Also, scientific values with
century. authentic assessment very influential scientific
Problem-Based Learning (PBL) is a learning thinking ability of students (Dazzi et al., 2019;
model that is directly related to students' abilities Kurilovas & Kubilinskiene, 2020). With the
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ability to think scientifically so students can solve without the existence of planning and design that
various problems that it faces (Kłeczek et al., are mature, so far from what was expected by the
2020; Liu et al., 2019). While the scientific Government (Asongu et al., 2019; Besgen et al.,
approach is the use of steps as well as scientific 2015; Prince, 2004; Sullivan & Puntambekar,
theorems in the learning process (Durmus, 2015; 2019; Techakosit & Wannapiroon, 2015; Woodill,
Valverde-Albacete et al., 2016). The applied 2011). A lack of understanding in depth the
scientific step includes specifying the problem, elementary students against the basic concept of
propose hypotheses, collect data, and draw scientific thinking on mathematical subjects make
conclusions (Baars et al., 2018). students lazy and less interested in the teaching
However, the implementation of the educational and learning process (Caldas et al., 2020;
learning process at the primary level encounters Hermann & Bossle, 2020).
several problems such as 1) the difficulty of Model development is expected to be one of the
students at the primary level to think logically innovative ways to improve problem-solving and
because there is no early habituation, 2) teaching scientific abilities in the subject of mathematics in
is only textual without giving the contextual elementary school so that learning can proceed
meaning so that students have difficulty in with appropriate and effective called problem-
creating and think scientifically. In addition, 3) based learning with patterns of integration of
students have not been able to take a stand Islamic and scientific values (Melita et al., 2019).
independently to overcome the problems faced so Thus, a problem-based learning model that can
that students have not been able to make decisions integrate the values of science and Islamic to
to solve the problems they face. 4) The delivery of improve the ability of scientific thinking and
learning by educators has not integrated science problem-solving at the elementary school level is
and Islamic values into learning so that students needed. In this study, the problem-based learning
do not yet have strong and complete knowledge model that integrates scientific values and Islamic
related to the cultivation of morals, character, and values are called the PBL-ISI model.
values in learning. Finally, 5) no alignment and
inculcation of Islamic values and science are LITERATURE REVIEW
programmed either in the implementation of Problem Based Learning
learning plans, textbooks, or student activity Problem-based learning is a set of teaching
sheets in the learning process, so learning is models that uses problems as a focus to develop
trapped in the dichotomy of science and religion problem-solving skills, materials, and self-
(Nurdyansyah, et al., 2017). regulation (Hmelo-Silver, 2004). PBL model
Mathematics subject can basically be used as a enables activities that support scientific values
place to instill the values of Islamic and the such as researching and presenting solutions
development of science in students (Shanley et al., according to existing problems. This model is
2019). Through the lessons of mathematics are based on the concept that students can learn
expected to help the learners to be able to think socially. In each learning process, students
and solve existing problems (Boud & Feletti, understand new knowledge through elaboration,
2013; Christ et al., 2019; Koichu, 2019), so that collaboration, and questions to build their
students are able to put forward ideas, patterns of knowledge (Chen, 2008; Yew & Goh, 2016). PBL
thought, the latest data, and real participation in requires students to work collaboratively in small
the use of ability analysis of inner, imaginative groups to solve complex and challenging
students (Guo et al., 2019; Kim et al., 2019). The problems and encourage a deeper understanding
reality on the ground indicates that the delivery of of a problem or problem through the application
the learning of mathematics material the of research, prior knowledge, and the production
countdown is running very simple operations
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of 'solutions' in various methods (Wyness & collaborative atmosphere and create mental
Dalton, 2018). models for learning and form independent
The characteristic of PBL are: 1) learning must be learning habits through practice and reflection
student-centered. 2) Learning must occur in small (Abdulfattah & Supahar, 2019; Dochy et al.,
student groups under the guidance of the teacher. 2003).
3) The teacher becomes a facilitator or learning Science and Islamic values
guide. 4) Authentic problems are mainly Implementation of the model of the basic concept
encountered in the sequence of learning before of Islamic values-based scientific thinking and
preparation or learning has occurred. 5) Problems scientific development model of the basic concept
serve as learning tools to achieve the knowledge of thinking scientifically-based Islamic values and
needed and problem-solving skills needed to science provides vast spaces to students to be able
ultimately solve a problem. 6) New student to find a scientific concept contained in the article,
information is obtained through independent the journal, scientific and other literacy studies
learning. In short, PBL is a pedagogical approach (Kaya, 2014). Students can find solutions to the
that allows students to learn while actively problem in a comprehensive manner (Allen et al.,
engaging with meaningful problems with students 1994; Istikomah et al., 2018: Hairus., 2009).
given the opportunity to solve problems in a

Figure 1. The Connectedness of Science and Islamic values

Figure 1 shows that there is a strong connectedness consisting of 1) collection of information, 2)
between science-based education and education- design, 3) the initial product development, 4) early
based Islamic values. Both corroborate and bound trials, product revision, 5) product revision 1, 6 )
each other. Unlike the view of most people who the main trial, 7) product revision 2, 8) operational
create a dichotomy between science and religion, trials, 9) the final revision (Gall et al., 2003).
learning using a scientific approach needs to be Farley-Ripple et al. (2018) stated that the research
embedded in the learning process. However, this development procedure consists of two main
kind of learning must be accompanied by the objectives, namely design the model learning and
cultivation of the values of Islamic, as the purpose test the effectiveness of products in achieving
of education, Indonesia emphasized the goals. Also, Borg and Gall (1989) stated that
advancement of the character and values of the educational research and development is a process
nation (Nurdyansyah, 2018). used to develop and validate an educational
product. The PBL-ISI in this research was
METHODOLOGY reported in three activities, namely 1)
The research and development method used to development, 2) validation, and 3) effectivity test.
develop the PBL-ISI model follows the steps Analysis of the effectiveness of the PBL-ISI test
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models used descriptive statistics and parametric linking scientific to Islamic values that are filled
statistics through t-tests with the Paired Samples in by students. The test sheet consists of two,
Test formula. All of the tests were carried out with namely the scientific thinking test sheet and
the help of the SPSS 18 program. The basis for the problem-solving. All instruments have been tested
t-test decision was carried out by looking at the for validity and reliability so that they can be used
significance values comparing the calculated p- well in ongoing research and are not subjective.
values and p-value tables. If the significance value
of Sig. <0.05, then there was an influence between RESULTS
the two variables. PBL-ISI Model Development
The research involved 500 participants who are The PBL-ISI model was created with two stages
3rd-grade elementary students in Sidoarjo, East of integration, namely the integration of the values
Java, Indonesia, has chosen using a purposive of science and Islamic (ISI) and integration into
sampling technique. At the time of data collection, the PBL model (See Figure 2). Based on a
the participants were undergoing an odd semester literature review on the Integration of ISI values,
of the 2019-2020 school year. it is produced that science values consist of
The instruments used were PBL-ISI model problem-solving, critical thinking, logical
validation sheets, questionnaire sheets, and test thinking, creative thinking, and scientific thinking
sheets. The PBL-ISI model validation sheet is in (Amir et al., 2019; Kemedikbud, 2013). Islamic
the form of a questionnaire by three experts, values consisted of honesty, independence,
namely material experts, language experts, and responsibility, ethic, and scientific order
design experts, and contains aspects of content (Nurdyansyah, 2018). Philosophically, the
expert, design expert, and linguist assessment. integration of scientific values with Islamic values
Meanwhile, questionnaires are in the form of was compatible because cognitive abilities in
questionnaires containing components in scientific logic-oriented learning must be carried out with a
thinking attitude, mathematical process skills, good attitude.

Figure 2. Flowchart of PBL-ISI Model Development

In implementing ISI values, an appropriate PBL model syntax consists of identifying learning
learning model is needed. Wyness & Dalton issues, setting goals & making plans, learning
(2018) states that the PBL model has the main knowledge, applying knowledge, assessing, and
character in its implementation, namely the reflecting (Beaumont et al., 2007; Miao et al.,
investigation activity through problem provision. 2000). In this study, researchers integrated ISI
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values into the PBL syntax to get the PBL-ISI model syntax (See Table 1).

Table 1. PBL-ISI Model Syntax Development

Syntax model Description
Fase 1 : Educators did initial reflection and delivery of existing problems and
Identifying produced several possible themes for investigation. The topic could be
problem either global or local, but this must be a problem that exists with students
and provides sufficient territory for students to investigate. Students were
guided to find and express things that are known and problems that exist
and are related to arithmetic operations and time units (in daily life).
Fase 2 Identifying Educators raised problems or ask students to read and listen to descriptions
learning Issues that contain problems. Educators provided students with the opportunity to
identify as many agenda agendas as relevant to the subject matter, then one
of them is selected and formulated in the form of a hypothesis (temporary
answers to problem questions)
Fase 3 : Students were given the opportunity to gather various relevant
Setting Goal and information, read literature, observe objects, interview with speakers,
Making Plan conduct their own trials, and so on. The consequence of this stage was that
students learn actively to find something related to the problem at hand,
thereby accidentally connecting students with the knowledge they have.
Fase 4 Learning Students discussed and associated the concepts that have been obtained
and Applying with social life, Islamic values, and social society in the surrounding
Knowledge environment.
Fase 5 Educators examined the concept of students if there are still
Assessing and misconceptions. Concept strengthening needed to be carried out at the end
Reflecting of learning because concepts emphasized at the end of learning will have
longer retention compared to if not established or suppressed by educators
at the end of learning.

PBL-ISI Model Validation design assessment performed by expert design

The PBL-ISI model validation was reviewed from resting on several criteria, among others: an
the content expert, expert design assessment, and attractive design, shape, and size of the
linguist assessment. Content experts at this stage, corresponding font, color pictures, color, and the
data obtained from consultations with expert alignment of the image. Linguist assessment
content that one person is the expert in conducted by the expert views of the statutes, the
mathematics education in schools. The data spelling, the effectiveness of the sentence,
obtained through structured interviews, the results punctuation, the vocabulary used, communicative
of the consultation, and the question form. Expert language.

Table 2: PBL-ISI Model Validation by Experts

Aspect n Results (%)
Models can assist in finding the signs for resolving the problem 500 95.3
Models can provide motivation to students to continually develop
500 93.1
themselves
The model encourages students to be actively, scientifically, and 500 91.4

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morally
Models interesting, easy to understand and innovative 500 90.1
Total 92.4

The results of the validation by experts showed Based on these results, the model was considered
that the results generally have an average that was feasible, and a small group test and a large group
not much different in four aspects (see Table 2), test could be performed to see the effectiveness of
namely models could assist in finding the signs the model.
for resolving the problem with a mean of 95.3%, PBL-ISI Model Effectivity Test
models could provide motivation to students to The effectiveness test results were obtained after
continually develop themselves with a mean of the implementation of the PBL-ISI Model by
93.1%, the model encourages students to be assessing the components of the values of science,
actively, scientifically, and morally in learning Islamic, and mathematics subjects. In addition,
with a mean of 91.4% and models interesting, students' scientific thinking and problem-solving
easy to understand and innovate with a mean of skills were also assessed.
90.1% so that the total mean in the results of the
product expert test was 92.4%.
All data from the results of the review,
assessment, and discussion with expert content,
design experts, and linguists relied upon in
revising the model components and the contents
of the material before it was tested on students.

Table 3: Pretest dan Post-Test Component Score After PBL-ISI Model Implementation
Pretest Posttest
Components
Score Category Score Category
Scientific Thinking Attitude
Respect for data 42 Low 80 High
Identify problems 52 Low 82 High
Systematic thinking 48 Low 88 High
Curiosity 56 Low 86 High
Active participation 48 Low 82 High
Mathematical Process Skills
Numeracy skills 64 Middle 86 High
Practical skills 70 Middle 90 High
Skill in understanding 68 Middle 88 High
material
Innovation skills 66 Middle 90 High
Linking Scientific to Islamic Value
Ability to explain links 48 Low 84 High
Ability to make a frame of 50 Low 88 High
mind
Reflective thinking ability 42 Low 86 High
Ability to draw conclusions 50 Low 84 High
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Table 3 shows that the scientific thinking attitude low category, and after the execution of the model
of students prior to the implementation of the increases into the high category.
model is still low, but after implementation To deepen the implementation of the PBL-ISI
experience, significant improvement with a high model in mathematics, the ability of scientific
category. On the other hand, the mathematical thinking and problem solving was also assessed
process skills and linking sains to Islamic value using descriptive and parametric statistics, as
before the implementation of the model with a shown in Table 4.

Table 4: Pretest dan Post-Test Skill Score After PBL-ISI Model Implementation
Std. Std. Er.
Skills Test N Mean
Deviation Mean
Scientific Thinking Pretest 500 28.52 15.21 0.698
Post test 500 40.10 10.94 0.774
Problem Solving Pretest 500 28.92 16.72 0.698
Posttest 500 40.50 11.26 0.774
T 0.943 df 11.02
Sig (2-tailed) 0.00 Mean Difference 23.16
95% confidence interval Lower 50.44
of the difference
Upper 90.25

Test the feasibility of different T-test pretest and basic concept of scientific thinking on the subjects
posttest results implementation PBL-ISI model. of mathematics and then find solving the issues
Pretest details are scientific thinking ability with facing students by implementing moral values in
an average value of 28.52 and posttest value of Islam. Therefore, in this 21st century, which is
scientific thinking ability with an average value of increasingly complex with various educational
40.10. The average pretest value of problem- problems and challenges, the paradigm of the
solving ability is 28.92, and the average posttest learning model requires innovations that
score is 40.50. The lowest value is 50.44, and the encourage educators to maximize their role. The
highest value is 90.25. A big correlation with the learning model needs to be changed from
t-value is 0.943 (positive correlation), which accepting students to creating and searching, from
shows that there is a high correlation between obedience to commitment, from individuals to
scientific thinking and problem-solving. The value groups, from routine to innovative and creative,
sig (2-tailed) of p-t test statistic value of 0.00 that from reactive to proactive, and from passive to
means (<0.05), then it can be inferred that Ho is progress through a problem delivery (Wongsila &
rejected and the Ha is received. The conclusion Yuenyong, 2019). In addition, Islamic moral
means the implementation of the PBL-ISI model values can build and direct students in getting
is effective for enhancing students' scientific better scientific skills and thinking ability.
thinking skills and problem-solving. The learning model used by educators largely
determines the quality of the process and learning
5. DISCUSSION outcomes in forming core competencies and basic
The effectiveness of PBL-ISI model competencies. Therefore, learning with the PBL-
implementation can provide new innovation and IS model is completely relevant to the 2013
respond to existing problems in schools, especially Curriculum and other science-oriented curricula,
in the lack of understanding of students against the which places students as the main element in

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learning. Educators also become more flexible in problem-based learning. Journal for the
packaging various learning materials to be able to Education of Gifted Young Scientists, 7(4),
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