Crossroads between Islamic Spirituality and the Instruction of Science (original) (raw)
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Islam, Science and Science Education: Conflict or Concord?.
Studies in Science Education, 2001
The central focus of this article is on the relationship between science and Islam, in the context of science education. However this issue is part of a wider question, concerned with the relationship between science and religion as a whole. It has received much more attention in the context of Christianity than Islam, and has been judged commonly, though by no means universally, to be one of hostility.
JOURNAL OF SCIENCE EDUCATION AND PRACTICE
This study aims to reveal the spiritual activities programmed by Madrasah Tsanawiyah Ja-alHaq for teachers, how Madrasah Tsanawiyah Ja-alHaq manages these activities, and the benefits of these activities for science learning in madrasas. This activity is carried out by interview technique. Data analysis was carried out by means of data reduction, data display, and conclusion drawing/verification. The results showed that the spiritual activities programmed for teachers at Madrasah Tsanawiyah Ja-alHaq included dhuha and zuhur prayers in congregation, reading sholawat, Asmaul Husna, reciting yanbu'a, monthly manaqib reading activities, recitation of the Taklim Almutaalim book and the matan salim taufiq book. These programs are determined based on the decisions of the teacher council meeting and coordination with the Ja-alhaq foundation management. To ensure the implementation of these activities, madrasah madrasas carry out monitoring and evaluation and make these activities o...
International Journal of Science Education, 2024
‘Big Questions' about the human being regarding its origin, nature, malleability, culpability and uniqueness lie at the core of the religion-science dialogue. Modern science discoveries have spurred Muslim intellectuals and students to grapple with these fundamental questions anew. In this study, we measured the efficacy of a novel curriculum at the intersection of bioscience and Islam tailored for American Muslim high school students. The educational intervention comprised seven seminars, each developed and delivered by a bioscientist-theologian dyad. Outcome measures, based on the Kilpatrick’s Evaluation model were: (a) knowledge; (b) participant interest, intention, and preparedness to learn, engage with, and pursue opportunities at this intersection; and (c) opinion/belief about science-religion compatibility. Our seminars positively impacted participant knowledge and preparedness (knowledge: pre = 14.7, post = 18.6, p = <0.01, preparedness: pre = 10.8, post = 12.8, p < 0.01). There was no change in aggregate participant interest, intention and opinion/belief pre- and post-intervention (interest: pre = 51.2, post = 50.6, p = 0.35, intention: pre = 18.7, post = 18.5, p = 0.74, opinion: pre = 42.5, post = 41.1, p = 0.12). Baseline interest independently predicted knowledge gain (B: 0.68, 95%CI: 0.13, 1.23, p = 0.02), while lower baseline knowledge predicted improvement in preparedness (B: −0.07, 95%CI: −0.13, −0.01, p = 0.02). We encourage researchers and educators to continue exploring ways to build stable professional identities among students with religious orientations at the science-religion intersection.