Challenge of Integrating Tawhid in Science and History

Riski Munandar Hutapea,M Husnaini,Tahraoui Ramdane Murad

doi:10.46966/ijae.v2i1.89

Riski Munandar Hutapea, M Husnaini + Show 1 more

Open Access

https://doi.org/10.46966/ijae.v2i1.89

Copy DOI

Abstract

This study aimed to highlight the challenge that Secondary School teachers face in integrating the Islamic concept of tawhid in teaching science and history subjects. The research employed a qualitative design using a case study and collect data. A purposive sample consisting of 5 teachers from Al-Amin Islamic Secondary School was selected based on teaching experience. The teachers were interviewed according to a theme-based strategy, and collected data was transcribed and analyzed accordingly. Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve. However, obstacles and challenges continue to hinder their efforts. Theoretical and practical propositions and recommendations to make this aim achievable, such as revisiting the concept of tawhid integration, enhancing teachers' creativity skills in the classroom, and providing relevant training programs by school authorities, would undoubtedly help attain their ultimate objective.

Highlights

Needless to say that education is an essential agency in any given society
Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve
Since 1987, Malaysia introduced The National Education Philosophy (NEP), which is concerned with human capital's social engineering education

Summary

Introduction

Needless to say that education is an essential agency in any given society. Excellent teaching and learning activities are the backbone for any meaningful effort to progress and build the nation. Established in 1991, Sekolah Menengah Islam Al-Amin Gombak (SMIAAG) or Al-Amin Islamic Secondary School Gombak, Selangor has formulated a comprehensive school philosophy congruent with the Islamic philosophy of education as well as the NEP. It is anchored on faith in Allah, featuring tawhid, comprehensiveness, balance, integration, and harmony. Some of Al-Amin Islamic Secondary School teachers have religious backgrounds, whereas some other teachers have a modern science background Both segments must integrate tawhid in their teaching and learning activities in the classroom

Objectives

Methods

Results

Discussion

Conclusion