Islam Integration toward Science Education to Improve Students’

Science Literacy: Islamic School Stakeholders’ Perspectives

Ulil Fitriyah

, Abdul Ghofur

, Ratna Nurdiana

and Syafiyah

Department of English Literature, UIN Maulana Malik Ibrahim, Malang, Indonesia

Department of Social Science Education, STKIP PGRI, Lamongan, Indonesia

Keywords: Islam Integration, Islamic Schools, Science Education, Science Literacy

Abstract: The backdrop of this research is the low level of Indonesian Moslem students’ science literacy. Studies

indicated that one of the reasons is due to the students’ lack of interest to scientific study. Whereas, in the

middle age Islam had reached to glory of scientific Moslem scholars whose inventories have been being

used by many modern scientists and as the foundation for the development of modern science. This research

aims to explore Islamic school stakeholders’ perspectives toward Islam and science integration to improve

students’ science literacy. The data were taken from twelve schools in East Java: Malang and Lamongan,

through interview, non-participant observation, questionnaire and ethnographic video. The result of the

research reveals that (1) Islam integration toward Science education are expected to be implemented in by

Islamic schools’ stakeholders; (2) the integration of Islam and Science has been addressed in Indonesian

National Curriculum 2013, but the implementation has not been optimally applied in the schools; and (3)

Islamic education stakeholders agree that Islamic integration toward science education leads to the

improvement of students’ science literacy in Islamic junior high school in East Java.

1 INTRODUCTION

Science literacy has been being introduced in

Indonesia since 1993, yet its development is slightly

detained. Since the very first time Indonesia has

joined the Program for International Student

Assessment (PISA) in 2000, the result of students’

science achievement has not met the target even

fallen into decline. In joining the PISA test, the

result shows that Indonesian students’ science

literacy is constantly in the tenth lowest score under

the International score which is 500. Indeed,

Indonesia was in the second lowest place from 65

countries following the test with the total score 382

in 2012. Indonesian students’ science literacy score

had increased 21 points in 2015, yet this is an

insignificant improvement since this score still puts

Indonesia in the ninth lowest place from 69

participated countries with the total score 403

(OECD, 2016). In the same case, the low level of

Indonesian students’ science literacy is also shown

by the result of a survey conducted by the Trends in

International Mathematics and Science Study

(TIMSS). From the survey, the result indicates that

Indonesian students’ science competence is in the

place from 47 surveyed countries (TIMMS,

2015). Precisely, this indicates that Indonesian

students’ science competence still tremendously falls

behind the international standard, indeed from the

other Asian countries such as Vietnam and Thailand.

Literally science literacy means knowing science,

or in Indonesian term, it is called “Melek Sains”.

However, the definition of science literacy is not that

simple (Holbrook & Rannikmae, 2009; Ogunkala,

2013) because each scientist defines the science

literacy differently (Ogunkala, 2013). According to

Good, et al (2000), the term scientific literacy is

difficult to define clearly because "science" itself is

constantly changing and growing in understanding

the world and its content. However, according to

Dragos and Mih (Dragos & Mih, 2015), the

definitions put forward by these experts are

essentially the same i.e. Referring to the ability of a

student or a person to utilize the knowledge he

possesses into the real conditions of his daily life.

This means that today's science education should not

be to prepare learners to become a scientist, but

generally more to what Holbrook & Rannikmae

(2009) called part of "life skill," which is necessary

for every individual as a provision to face the

Fitriyah, U., Ghofur, A., Nurdiana, R. and Syaﬁyah, .

Islam Integration toward Science Education to Improve Students’ Science Literacy: Islamic School Stakeholders’ Perspectives.

DOI: 10.5220/0009927313311338

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1331-1338

ISBN: 978-989-758-458-9

1331

challenges of the modern era which is rapidly

changing.

In the context of science education in Indonesia,

science literacy competence—as recommended by

UNESCO should be a goal setting in science

education (Fensham, 2008), has been accommodated

in the Indonesian national curriculum since 2006

through Education Unit Level Curriculum—or

known as KTSP (Anjarsari, 2014). In the KTSP, the

achievement of science literacy capability is clearly

stated in the graduate competency standard—called

SKL, of science subjects which stated that the

purpose of science learning is not just to understand

the concepts of science, but beyond that, students

should be able to apply the learning results in the

context of their daily life in their surrounding

environment (Betari, et. All, 2016). Along with the

change of national curriculum KTSP into

Curriculum 2013 (K13), scientific literacy

competence at the level of science education

achievement is more precisely described (Anjarsari,

2014). In K13, students' graduation competencies

are not measured only from the cognitive domain,

but from the four core competencies—called KI, i.e.

The religious aspects in KI 1, the social aspects in

KI 2, the cognitive / knowledge aspects of KI 3 and

the aspects of knowledge application in KI 4. In fact,

although the aspect of science literacy achievement

has been accommodated in the K13, the results of

the Indonesian students’ science literacy are still

low. This indicates that the science education

curriculum applied is still not optimally able to

improve the competence of students’ science

literacy.

In the implementation of science teaching and

learning in schools, Sari (2012) mentioned that

science is often introduced to students as a well-

established product. This means that students are

taught the theories, concepts and laws of science by

memorizing. At this time, although the curriculum of

science education has changed according to the

demands of the times, yet science learning is still

memorized and taught in the conventional way

(Betari, et. All, 2016). Furthermore, Betari et al said

that in the learning model the teacher still acts as a

central information and the learning activities only

serves as a process of transfer of knowledge; science

is not / has not been taught contextually and still

becomes abstract concepts (Betari, et. All, 2016).

Therefore, the lack of utilizing the socio-cultural

environment which can be used as a source of

learning, and it puts Indonesian in the world’s lowest

place of scientific literacy competence

(Nadhifatuzzahroh, et al., 2015)

Along with the changing demands of the 21st

century, according to Gunstone (2013) in an effort to

increase the science literacy of students, science

education should be based on culture and local

wisdom. This approach—better known as Ethno-

science, is an approach that integrates local culture

to create learning environments and learning

experiences in science learning (Sardiyo, 2005).

Thus, in the context of science education in

Indonesia, where Muslims as the majority of the

population, the integration of Islam to science

subjects, especially for Islamic schools can be used

as an effort to increase the learners’ science literacy

competence.

This study aims to examine how the integration

of Islam to science can help increase the students’

literacy of science in Islamic schools. The rationale

in conducting this research begins with the result of

a preliminary study on the lack of interest of Islamic

school students in science and mathematics.

Madrasah or pesantren, often becomes the second

choice of the community because it is considered for

their incapability to produce prospective scientists in

the field of science. Yet when we turn back to the

history of Islamic glory in the middle ages, many

scientific discoveries, which later became the

foundation for the development of modern science,

actually produced by Muslim scientists.

The findings of this study should make an

important contribution in providing valuable

information, especially for the decision maker in the

central government. Further, this research outcome

can be used as a basic need analysis to develop an

integrative science learning which encourages

students to learn science contextually and meet the

Moslem students’ need. Through integrative science

learning, students are stimulated to think and rethink

what is behind the science—science is not only

taught as natural concepts or theories, but it goes

beyond, science leads students to have deeper

thought of the relation between the structure of

science and their God, and the structure of science

and their environment. Thus, it may increase

students’ curiosity toward science. As a result, it

may raise students’ self-awareness of learning nature

and its scientific structure as their basic need as

human being living on the earth.

2 METHOD

This is an ethnographic study in educational settings.

In this context, the researchers believe that the social

situation of the school culture, shapes the schools’

stakeholder's point of view toward Islam and

science. 12 Islamic schools under the control of the

Ministry of Religious Affairs in Malang and

Lamongan selected as a place of study. In addition

to considering the school quality grade, researchers

ICRI 2018 - International Conference Recent Innovation

1332

used the schools’ accreditation result. In considering

and determining the location of the study, the

researchers selected the schools based on its region

and classify them into two different schools; to

represent different schools’ socio-cultural

background between schools located in urban and

schools which is in the district.

The study was conducted for four months,

starting from January s.d. April 2017. In the data

retrieval, the researchers used in-depth structured

interview instrument to the students, parents, the

principal, as well as to the policy makers, namely

Head of Madrasah Education Section in the

Ministry of Religious Affairs, Head of Curriculum

Department of Education Section and Head of

Education affair. In addition, the researchers also

conducted non-participant class observations to see

teachers’ efforts to integrate Islamic values to

science subjects in the targeted schools. During the

class observation, the researchers made a video

ethnography to reveal the expression and reaction of

both teachers and students, as well as record the

voice by using audio recorders to obtain data in the

form of statements or reactions of students during

the learning process. In addition, classroom

observations, researchers also observed schools, to

see suggestions and ideas that support science

learning, and the possibility of an Islamic integration

that has been done by the school. Science curriculum

is also studied in order to assess the possibility of a

central integration of Islam to science.

The assessment of science literacy refers to four

domains proposed by PISA, which include: context

domain, knowledge domain, competency domain

and attitude domain, each described as follows:

Table 1: PISA 2015 Framework

Domain PISA 2015 Framework

Context Domain

‐ Life and health

‐ Earth and Environment

‐ Technology

Knowledge

Domain

‐ Content

‐ Procedural

Competence

Domain

‐ Interpret data and Scientific

evidences

‐ Describe scientific

phenomena

‐ Evaluate and design

scientific investigation

Attitude Domain

‐ Interest toward knowledge

and technology

‐ Environment awareness

‐ Assess scientific approach

for core questions to

construct scientific literacy

3 RESULTS

Islam and science have become long-running debate

among scientist, even among Moslem scholars.

Even though many Moslems are still questioning

whether it is important to integrate Islam toward

science, this research results indicate that generally

all stakeholders of Islamic school education are

aware of the importance of religion and science

integration. They mostly argue that Science and

Islam go hand in hand and do not contradict each

other. It is, as stated by one of the school principal

"Indeed, science teaching should be integrated with

Islam”. To emphasize this, one of the school teacher

respondents also agree that it is likely that science

and religion are integrated since science is related to

natural phenomena which is often mentioned in Al-

Qur’an".

These opinions are also supported by one of the

integration experts, stating that:

"I think that between religion and science

may have a reciprocal relationship. Science can

provide legitimacy toward religious texts and

can be one of the ways to interpret text, in turn

religious text can also contribute to science in

providing new interpretative offers for science

in the future "

In the context of science education in Indonesia,

the spirit of integration of science and religion in the

science subjects is clearly stated in the curriculum of

2013, which is reflected in the Core Competence

(KI) 1 which covers the aspect of spirituality. In KI

1, it is stated that by studying science, students are

expected to be able to appreciate and apply the

teachings of their religion into their daily life. Of

this core competence, then it is elaborated into more

detail basic competencies as follows, students can

(1) admire the orderliness and the complexity of

God's creation either through physical or chemical

aspects, life in the ecosystem, and the role of human

in the environment and realize it into the practice of

religious teachings, and (2) increasingly build

religious faith by realizing the relationship of order

and the complexity of nature and the universe to the

greatness of God who created it. This shows that the

integration of science and religion in science

subjects at the secondary school level has become a

necessity and not being contradictory to the spirit of

the implemented national curriculum.

However, in the implementation of K13 in

schools—where the integration of Islam and science

should be the spirit of the implementation of

learning activities in the classroom cannot be fully

applied. This can be seen from the results of

documentation studies conducted on teaching

documents; syllabus, lesson plan and books owned

by teachers in the schools where this research was

Islam Integration toward Science Education to Improve Students’ Science Literacy: Islamic School Stakeholders’ Perspectives

1333

conducted. From the document study it shows that

the integration of Islam and science in science

teaching has not been addressed clearly either in the

teacher’s syllabus and lesson plan—known as RPP,

and the teaching materials used. According to the

teacher, the main reason is because of the limited

teacher's knowledge of religious material which is in

relation to science teaching.

Based on the result of the interviews with one of

the school principal and science teachers, Islamic

values are only applied through daily habituation

programs, such as dhuha prayer program, Islamic

radio broadcasting, students’ inspirational lecture

given every Friday after dhuha prayer, recitation of

al - Qur'an alternately every day after dhuha prayer,

sholawat recitation program which is conducted

alternately with student’s inspirational speech—2

weeks are sholawat recitation and two other weeks

are inspirational speech, and reading Yasin Surah

together every Thursday. For building students’

morals and discipline, some students joining with an

intra school organization called OSIS accompanied

by teachers on duty welcome and greet the students

in front of the school gate. All students greet and

shake the teachers’ hand, while the OSIS students

bring the paper containing motivational words for

their friends to learn for the whole day.

In relation to the integration of Islam and science,

one of science teacher stated that during the class

time they have often integrated Islam into the

material, but they do not realize that what is being

done is a part of the effort to integrate Islamic values

into science. Furthermore, science teachers at one of

the targeted schools agreed that the integration of

Islam into science can be used as lighters of students'

spirit in studying science further. In addition, the

integration of Islamic values into science subjects

also has an effect on the behavioral patterns or

attitudes of children.

In science integrated with Islamic values

teaching, the main problem which is often

experienced by the teacher is the limited knowledge

of Islam, so that teachers feel unsure and

unconfident in conveying materials related to

Islamic values. Nevertheless, there is a tone of

enthusiasm and optimism both from teachers and

parents towards the integration of Islam to science

education. This effort is believed not only to have an

impact on the increased literacy of science students,

but also as an effort to prove to the children that

between science and religion are not contradictory

and everything that is taught by Islam is true and can

be proven scientifically.

From interviews with some education

stakeholders, the majority of them agreed with the

integration of Islam and science, and agreed that the

integration of Islam and science will trigger students'

passion and interest toward science which ultimately

can increase students' science literacy in schools.

However, another point that cannot be ignored is the

existence of a clear framework or concept of the

integration of Islam and science so that its teaching

can be well organized and cover all material.

However, in applying Islamic integration toward

science, the students' background should also be a

major consideration because they come from

families with a different religious background.

While in some other schools as an effort to shape

Islamic character, the school provides material for

Islamic moral lessons as an independent subject

which is conducted as the beginning of the lesson at

06.40-07.20 starting from Monday-Thursday. The

Islamic moral lesson material contains daily prayer

teachings. To support this, there is a book written by

the chairman of the school foundation. On Friday,

the school also provides an Islamic Dzikr recitation

for students, which are guided directly by the

chairman of the foundation. While Saturday is the

time to learn to recite Al-Qur'an to increase students’

Al-Qur'an literacy.

Dealing with Islamic integration toward science

subject, one of the school principal stated that

although the Islamic integration of the general lesson

has been applied in the 2013 curriculum, all is

returned to science teacher readiness, whether they

have a willingness to look for Islamic values or

knowledge related to science topics or not. This is

considering the unavailability of science teaching

materials or guidelines which have been integrated

with Islamic values. Teachers is a major milestone in

classroom learning, and it is likely to be one of the

obstacles for teachers to integrate Islamic values into

science lessons because not all teachers understand

the science of Islam especially those related to

science subject.

Teachers’ educational background is also another

aspect that can be a hindrance to integrate Islamic

values into science teaching, especially for those

whose educational backgrounds are from general

institutions—not Islamic university. One of the

example is in one of the schools whose teachers’

educational background is different. In this school,

the teacher who teaches Biology states that he has

linked some material with Islamic values in

accordance with what is known since he is

graduating from Islamic university. In response to

his teaching, he stated that students tend to be more

interested when Biology lessons are associated with

Islam, and can be used as a stimulus for students to

think more about the universe. However, the efforts

of Islamic integration have not yet emerged in his

lesson plan—RPP—. The integration is only

conducted spontaneously when he directly

ICRI 2018 - International Conference Recent Innovation

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remembers the Islamic issue related to science topic

he delivers in the classroom.

While the other teacher who has teaching

specification on Physics stated that he has never

linked the material taught with Islamic values

because of limited knowledge about Islam,

especially which is related to science. Therefore, it

will be a new challenge for him if science subject

should be taught and integrated with Islamic values.

Interestingly, even though most of the teachers have

limited knowledge of Islam, teachers are very

optimistic and welcome when there is a policy of

Islamic integration on science subject. Some

teachers agree that science and Islam has a linkage

and the integration of it should be regulate through

the school policy because Madrasah is Islamic

schools, thus the science subject taught should be

different with other regular school.

This is also supported by the chairman of some

private school foundations. They strongly support

the integration of Islam and Science. If the

integration of Islam and science applied in the

school, it will be in line with the vision of the school

mission, and also become part of school

development. But what remains a constraint is the

limitations of the laboratory and the ability of

existing science teachers. Thus, to implement the

integration of Islam and science, it is necessary to

rethink about laboratories and resources of existing

teachers and concepts. The teachers need to be

trained before the integration of Islam and science is

applied in the school because they are who carry out

the activities in the classroom.

The efforts of integrating Islam and science also

get a positive response from the parents. They stated

that the integration of Islam and science will open

the horizon of students’ thinking and they will be

able to learn from the history that many Moslem

scientists had discovered scientific inventory and

that is still inclined to be covered. By doing so, it

will increase their proud to be Moslem as well as

they have a good role model and inspire them to be a

Moslem scientist.

Furthermore, one of the parents also stated that

the curriculum currently has a target so that children

can master only a skill, yet without being equipped

with the reason why the child should be able to

master the skill. Thus, it makes science is studied as

an sich subject without knowing the function and the

usage of learning science. When students are going

to learn the next level of schooling, they have

forgotten what they have already learnt in the

previous because science is learned without being

associated with God as the creator. According to

respondents, in studying science, children should be

equipped with very basic questions such as why God

created the earth and everything in it, why other

planets other than earth cannot be inhabited by

humans? Those questions will stimulate students to

think about their God, so that it can build up their

love for God, increase their religious faith as well as

enjoy science. Some parents also said that science

and religion is still considered as different matter

that is studied as separated subject.

In addition, another respondent from the parents'

side, also stated that if science is associated with

Islam, then students will be more enthusiastic in

learning. Children will be more curious about the

relationship between religion and science, so that it

can increase the spirit to learn science more.

Meanwhile, according to other respondents also

stated that, if science is associated with Islam,

science lessons will be easier and more interesting,

because between science and Islam is in line.

4 DISCUSSION

Haught in his book Science and Religion,

categorizes the linkage between science and religion

into four patterns: conflict, contrast, contact and

confirmation (Haught, 1995). In the first relation

pattern, there are two conflicting groups; a group of

pure scientists who skeptically viewed at the

whereabouts of religion, and the clerical group that

made the scriptures as the sole source of truth. Both

groups consider that between science and religion

are two different and even contradictory things.

Therefore, those two groups do not meet at the same

point of view even which can lead to a long-term

debate. Whereas for those who are in contrast group,

assume that religion and science are two different

things and have their respective working area.

Therefore, in this pattern of relation Haught suggests

a clear limitation between religion and science, thus

closing the possibility of religious justification by

using the criteria of the process of science, or vice

versa. Unlike the two previous patterns of

relationships, although religion and science are two

distinct entities, they can interact each other. This

group believes that science still has implications for

religion and vice versa, thus, religion cannot ignore

the sustainable development occurred in the field of

science.

Furthermore, in the relation of confirmation,

Haugh states that the existence of religion and

science has mutually supportive and reinforcing the

link. Religion fully supports the efforts undertaken

for the development of science, and also science

cannot stand alone to fulfill itself in making

scientific endeavors. Therefore, religion cannot

provide guarantees in the form of a specific theory

of phenomena or natural occurrences, but provides a

Islam Integration toward Science Education to Improve Students’ Science Literacy: Islamic School Stakeholders’ Perspectives

1335

guarantee of truth that fosters beliefs so as to keep a

scientist constantly trying to uncover the secrets of

reality. This means that religion is the foundation of

a large building called science (Yusuf, 2007). In

relation to the pattern of the fourth relation, Golshani

reveals that between science and religion are two

entities that cannot be separated from one another,

and even occupy an equal place as an essential part

of the religion (Gholsani, 2000). According to

Golshani, all the events that exist in the universe

cannot be separated from the existence of God

(2000). Thus, God as the creator of the universe,

should be the end point of the scientist's reflection

process.

Even though some scientists are still considering

science and religion in conflict or even contradict

each other, there is growing paradigm shifting

among Moslem scholars that science and religion are

interconnected. It is, therefore, science should be

taught along with the religious values and principles

in an educational setting (Muspiroh, 2013; Ishak,

2015; Hamzah, 2015). This new shifting paradigm

has also raised in Islamic school stakeholders under

this study, of whom the majority have a similar

agreement that science and Islam are not

contradictory and should be integrated in science

teaching. Integrating Islam and science means that

teachers as a central role model should also be able

to put religious values into their science teaching,

not an sich teaching science as an independent

subject (Muspiroh, 2013). In this case, the role of the

teacher is not only transferring knowledge of

science, but also why and what science is for and its

relationship with himself as a servant of God as well

as a leader –Khalifah—in the earth (Ishak, 2015).

Thus, there should not be a dichotomy between

science and religious teaching, especially at school

level, since in Moslem belief the source of all

knowledge is coming from Allah (Al Attas, in Ishak,

2015).

As in the findings, this paradigm has been also in

line with Indonesian national curriculum. Religious

values are a part of the spirit of science teaching,

reflecting on national curriculum which is stated in

its first core competence. Building spiritual students’

competence is also a part of science teachers’

responsibility—not only the task for religion subject

teachers (Muspiroh, 2013). Further, Hidayah (2014)

also argued that science, social and religion should

be taught in an integrative and interconnected way

for the three of them are equally interrelated.

Separating one of them may impact to the

relationship between humanity and godliness values

and leads to the secularism (Hidayah, 2014).

Other than that, the spirit of Islam integration

toward science is also in line with the Indonesian

Education goal, which is stated in Indonesian

constitutional law chapter 31, verse 3 and 5

(Muspiroh, 2015) and through Indonesian law of

national education system number 20, year 2003,

chapter 3 (Hamzah, 2015). Either in the

constitutional or in the law of national education

system, it is stated that the goal of the Indonesian

education system is not only to equip the citizen to

have good knowledge and skills, but also to create

excellent citizen with good moral and strong belief

to their own God. This indicates that the idea of

Islam integration toward science is not contradictory

with the main purpose of Indonesian education

system, and it is in reverse, is a part of Indonesian

Education goal manifestation

However, the result of this study confirms that,

even though school stakeholders mostly agree with

the spirit of integration, it does not in line with its

implementation. Still, Islam and science are taught

in different way in Islamic school. Beside religion

becomes a single subject, some of schools instill

Islamic values to the students through daily

habituation. In this context, Islam and science are

still integrated into school independently (Asykuri &

Kuipers, 2017). Teachers feel incapable of

integrating Islamic values into their teaching, and

interestingly, even though they believe that Islam

and Science are essential to be integrated, in some

cases, they stated that religious teaching is the

responsibility of teachers of religion subject to teach.

This shows that in integrating Islamic values,

teachers are still lack of confidence toward their own

capability. This finding is consistent with that of

Asykuri and Kuipers (2017). Moreover, in their

research they found three models of Islamic

integration done by teachers in the classroom, they

are contextual, ideologies and independent

integration.

In relation to the improvement of student’s

science literacy, Muspiroh (2013) stated that Islam-

Integrated science will strengthen not only students’

cognitive skill, but also their affective and

psychomotor skills. Indeed, this will create a holistic

learning environment. School stakeholders’ belief in

the improvement of science literacy also supports

evidence from previous observation conducted by

Hamzah (2015). His experimental study reveals that

students achieved higher scores of science after they

use Islam-integrated science module offered by the

researcher. This indicates that Integration of Islam in

science will encourage students to think at a higher

level of consciousness (Sardjiyo, 2005). So that this

will encourage students to be able to think critically,

and be able to contextualize science into everyday

life as a religious person. Moreover, students will

also be able to interpret scientific data and evidence,

and be able to explain scientific phenomena. With

the ability to think at a higher level of awareness,

ICRI 2018 - International Conference Recent Innovation

1336

students will naturally have a responsible and wise

behavior in addressing the reality of life faced. Thus,

through Islamic integration, students will become

more "scientific literate".

Yet, the point that needs to be considered and

prepared is how to integrate Islam into the science of

science because a clear concept is needed in the

process of Islamic integration of science subjects.

5 CONCLUSIONS

Basically the integration of Islam on science

education is one of the spirit of the 2013 curriculum,

yet in the school level it cannot be optimally

implemented. The relation pattern between science

and religion is still contrasting, despite the growing

belief among educational stakeholders about the

relationship between science and religion. Religion

is still not able to be used as a basis for thinking in

learning science, or conversely, science has not been

able to be used as a tool to interpret God's verses.

Whereas in the context of education in an Islamic

school environment, religion must become an

internalized part and a spirit on each its learning

activities. Accordingly, science should not be

unfamiliar because each method is useful to interpret

the existence of God's creation in the universe.

ACKNOWLEDGEMENTS

This research is a part of the first year research

result on "Integration of Religion in Science

Education in Religious Schools in Indonesia" under

the Partnership for Enhanced Engagement in

Research (PEER) project supported by USAID and

the National Academy of Sciences (NAS). The

research is coordinated under the Indonesian

Consortium for Religious Studies (ICRS) which is a

consortium of 3 universities in Yogyakarta: Gadjah

Mada University, State Islamic University (UIN)

Sunan Kalijaga Yogyakarta, and Duta Wacana

Christian University (UKDW).

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