The Contribution of the Islamic-Integrated 9E Learning Cycle Model to Students’ Scientific Literacy
Keywords:
Islamic Values Integration, Learning Cycle 9E, Quasi-Experimental Design, Scientific Literacy, Secondary Education
Abstract
This study aims to examine the contribution of the Islamic value-integrated 9E Learning Cycle model to students’ scientific literacy in secondary science education. A quasi-experimental design with a pretest-posttest control group was employed, involving two intact classes selected through cluster random sampling, where the experimental group was taught using the 9E Learning Cycle integrated with Islamic values and the control group received conventional instruction. Data were collected using a validated scientific literacy test, observation sheets, and questionnaires, and analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-test, Pearson correlation, and linear regression at a significance level of 0.05. The results revealed that the experimental group achieved higher posttest scores and a moderate N-gain (0.59) compared to the control group (0.34), with statistically significant differences (p < 0.05). Furthermore, correlation and regression analyses indicated a positive relationship between the learning model and scientific literacy, with a contribution of 17.3% to learning outcomes. These findings suggest that the integration of the 9E Learning Cycle with Islamic values effectively enhances students’ ability to interpret scientific phenomena, evaluate evidence, and apply scientific reasoning, while also fostering meaningful engagement in learning. In conclusion, the study confirms that a constructivist learning model enriched with value-based integration can simultaneously improve cognitive and affective dimensions of learning. The implications of this study highlight the importance of designing science instruction that integrates inquiry-based learning with ethical and cultural values to support holistic education and strengthen scientific literacy in diverse educational contexts.
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References
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Lin, X., & Tan, H. (2025). A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model. Systems, 13(10), 840. https://doi.org/10.3390/systems13100840
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Miratul Hayati, & Sisca Nurul Fadila. (2025). Hypercontent Module: Integration of Islamic Values in Physical-Motor Learning for Early Childhood. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 6(2), 381–400. https://doi.org/10.19105/kiddo.v6i2.19332
Morris, D. L. (2025). Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction. Education Sciences, 15(1), 73. https://doi.org/10.3390/educsci15010073
Muhamad Dah, N., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students’ learning in science: A systematic literature review. Educational Research Review, 43, 100601. https://doi.org/10.1016/j.edurev.2024.100601
Nuriman, N., Mahmoud, E., Hamzah, A. B., & Yusnaini, Y. (2024). A Study of Embracing Adolescent Islamic Moral Values at Two Schools in Rural Area. Jurnal Ilmiah Peuradeun, 12(1), 117–136. https://doi.org/10.26811/peuradeun.v12i1.1045
Okur, M., & Güngör Seyhan, H. (2025). Mobile Technology-Enhanced 5E Learning Model in Physics Labs: An Analysis of Graph Drawing and Interpretation Skills. Journal of Science Education and Technology, 34(6), 1441–1466. https://doi.org/10.1007/s10956-025-10222-3
Ormanci, U., & Cepni, S. (2026). The Effect of Web-Assisted Guided Inquiry Approach on Students’ Systems Thinking Skills. Journal of Science Education and Technology, 35(1), 85–109. https://doi.org/10.1007/s10956-025-10238-9
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Sahin, A. (2018). Critical Issues in Islamic Education Studies: Rethinking Islamic and Western Liberal Secular Values of Education. Religions, 9(11), 335. https://doi.org/10.3390/rel9110335
Sahri, S., & Bin Mohd Saufi, M. S. A. (2025). Integration of Islamic Character Education in the Islamic Religious Education Curriculum to Prevent Bullying in High School. At-Tadzkir: Islamic Education Journal, 4(2), 133–148. https://doi.org/10.59373/attadzkir.v4i2.91
Shin, D. D., Park, S., Kim, J. A., Nagengast, B., & Bong, M. (2025). Examining how teachers’ characteristics impact student motivation and achievement across subject, school level, gender, and prior achievement level. Social Psychology of Education, 28(1), 145. https://doi.org/10.1007/s11218-025-10104-x
Tegegne, T. A., & Kelkay, A. D. (2023). Comparative study of using 5E learning cycle and the traditional teaching method in chemistry to improve student understanding of water concept: The case of primary school. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2199634
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students’ academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12), e12657. https://doi.org/10.1016/j.heliyon.2022.e12657
Uddin, S., Khondoker, A., & Abuzar, M. (2024). Ethical Curriculum Development : Insights From Islamic Epistemology Towards Sustainable Development Goals ( SDGs ). Profetika Jurnal Studi Islam, 25(2), 273–286.
Ulum, Ö. G. (2025). Cultural influences on learning motivation: a comparative study of informal learning practices among Syrian refugee and Turkish child laborers in Turkey. Children and Youth Services Review, 173, 108316. https://doi.org/10.1016/j.childyouth.2025.108316
Wu, C.-H., Liu, C.-H., & Huang, Y.-M. (2022). The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load. International Journal of STEM Education, 9(1), 35. https://doi.org/10.1186/s40594-022-00346-y
Zidaru, T., Morrow, E. M., & Stockley, R. (2021). Ensuring patient and public involvement in the transition to AI‐assisted mental health care: A systematic scoping review and agenda for design justice. Health Expectations, 24(4), 1072–1124. https://doi.org/10.1111/hex.13299
Alfarisy, S. J., & Iswandi. (2025). INTEGRATION OF CHARACTER EDUCATION VALUES IN ISLAMIC RELIGIOUS EDUCATION LEARNING AT SCHOOL. Multidisciplinary Indonesian Center Journal (MICJO), 2(2), 1503–1509. https://doi.org/10.62567/micjo.v2i2.660
Amin, A. M., Ahmad, S. H., Zulkarnaim, Z., & Adiansyah, R. (2022). RQANI: A Learning Model that Integrates Science Concepts and Islamic Values in Biology Learning. International Journal of Instruction, 15(3), 695–718. https://doi.org/10.29333/iji.2022.15338a
Anchunda, H. Y., & Kaewurai, W. (2025). An instructional model development based on inquiry-based and problem-based approaches to enhance prospective teachers’ teamwork and collaborative problem-solving competence. Social Sciences & Humanities Open, 11, 101480. https://doi.org/10.1016/j.ssaho.2025.101480
Assalihee, M., Bakoh, N., Boonsuk, Y., & Songmuang, J. (2024). Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand. Education Sciences, 14(9), 1029. https://doi.org/10.3390/educsci14091029
Avcı, S., Özgenel, M., Avcu, A., & Yapici, S. (2026). The relationship between students’ reasons for doing homework and academic achievement and homework completion: the mediating role of self-efficacy and homework time. Educational Studies, 1–19. https://doi.org/10.1080/03055698.2026.2660683
Ba, S., Swiecki, Z., Tan, Y., Lu, G., Shaffer, D. W., & Gašević, D. (2026). Community of inquiry in motion: Modeling inquiry dynamics with movement analysis (MOVA). Computers & Education, 242, 105513. https://doi.org/10.1016/j.compedu.2025.105513
BouJaoude, S., Ambusaidi, A., & Salloum, S. (2022). Teaching Nature of Science with Multicultural Issues in Mind: The Case of Arab Countries (pp. 545–572). https://doi.org/10.1007/978-3-030-83122-6_17
Cabalbag, J. R. (2025). Technology integration: impact to students’ learning engagement in higher education institutions. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2581410
Chen, F., Zhang, Y., & Chen, G. (2025). Exploring the effects of technology-supported collaborative inquiry and students’ ICT competency on scientific literacy and subject knowledge in rural science classrooms. Education and Information Technologies, 30(13), 18705–18732. https://doi.org/10.1007/s10639-025-13512-w
de Vries, J. A., Dimosthenous, A., Schildkamp, K., & Visscher, A. J. (2022). The impact on student achievement of an assessment for learning teacher professional development program. Studies in Educational Evaluation, 74, 101184. https://doi.org/10.1016/j.stueduc.2022.101184
De Witt, A., Bootsma, M., Dermody, B. J., & Rebel, K. (2024). The Seven-Step Learning Journey: A Learning Cycle Supporting Design, Facilitation, and Assessment of Transformative Learning. Journal of Transformative Education, 22(3), 229–250. https://doi.org/10.1177/15413446231220317
Georgiou, Y., & Kyza, E. A. (2023). Fostering Chemistry Students’ Scientific Literacy for Responsible Citizenship through Socio-Scientific Inquiry-Based Learning (SSIBL). Sustainability, 15(8), 6442. https://doi.org/10.3390/su15086442
Gómiz-Aragón, M., Aragón-Méndez, M. del M., Vieira, R. M., Tenreiro-Vieira, C., & Oliva, J. M. (2025). Creative and Critical Thinking and Modelling: Confluences and Implications for Science Teaching. Journal of Intelligence, 13(9), 111. https://doi.org/10.3390/jintelligence13090111
Jamil, N. K. H. bin, & Latfi, A. F. bin A. (2025). The Impact of Student Integration, Academic Motivation, and Self-Esteem on Academic Performance: A Conceptual Model for Malaysian Universities. International Journal of Research and Innovation in Social Science, 9(11), 1334–1340. https://doi.org/10.47772/IJRISS.2025.91100107
Jian, M., Jin, D., & Wu, X. (2023). Research hotspots and development trends of international learning cycle model:Bibliometric analysis based on CiteSpace. Heliyon, 9(11), e22076. https://doi.org/10.1016/j.heliyon.2023.e22076
Kim, S. L., & Kim, D. (2021). English learners’ science-literacy practice through explicit writing instruction in invention-based learning. International Journal of Educational Research Open, 2, 100029. https://doi.org/10.1016/j.ijedro.2020.100029
Kuo, Y.-K., Batool, S., Devi, S., Tahir, T., & Yu, J. (2024). Exploring the impact of emotionalized learning experiences on the affective domain: A comprehensive analysis. Heliyon, 10(1), e23263. https://doi.org/10.1016/j.heliyon.2023.e23263
Lin, X., & Tan, H. (2025). A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model. Systems, 13(10), 840. https://doi.org/10.3390/systems13100840
Linando, J. A., Tumewang, Y. K., Nahda, K., & Nurfauziah. (2023). The dynamic effects of religion: An exploration of religiosity influences on Islamic work ethic over time. Cogent Business & Management, 10(1). https://doi.org/10.1080/23311975.2023.2181127
Miratul Hayati, & Sisca Nurul Fadila. (2025). Hypercontent Module: Integration of Islamic Values in Physical-Motor Learning for Early Childhood. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 6(2), 381–400. https://doi.org/10.19105/kiddo.v6i2.19332
Morris, D. L. (2025). Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction. Education Sciences, 15(1), 73. https://doi.org/10.3390/educsci15010073
Muhamad Dah, N., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students’ learning in science: A systematic literature review. Educational Research Review, 43, 100601. https://doi.org/10.1016/j.edurev.2024.100601
Nuriman, N., Mahmoud, E., Hamzah, A. B., & Yusnaini, Y. (2024). A Study of Embracing Adolescent Islamic Moral Values at Two Schools in Rural Area. Jurnal Ilmiah Peuradeun, 12(1), 117–136. https://doi.org/10.26811/peuradeun.v12i1.1045
Okur, M., & Güngör Seyhan, H. (2025). Mobile Technology-Enhanced 5E Learning Model in Physics Labs: An Analysis of Graph Drawing and Interpretation Skills. Journal of Science Education and Technology, 34(6), 1441–1466. https://doi.org/10.1007/s10956-025-10222-3
Ormanci, U., & Cepni, S. (2026). The Effect of Web-Assisted Guided Inquiry Approach on Students’ Systems Thinking Skills. Journal of Science Education and Technology, 35(1), 85–109. https://doi.org/10.1007/s10956-025-10238-9
Osborne, J., & Allchin, D. (2025). Science literacy in the twenty-first century: informed trust and the competent outsider. International Journal of Science Education, 47(15–16), 2134–2155. https://doi.org/10.1080/09500693.2024.2331980
Ploj Virtič, M. (2022). Teaching science & technology: components of scientific literacy and insight into the steps of research. International Journal of Science Education, 44(12), 1916–1931. https://doi.org/10.1080/09500693.2022.2105414
Polanin, J. R., Austin, M., Taylor, J. A., Steingut, R. R., Rodgers, M. A., & Williams, R. (2024). Effects of the 5E Instructional Model: A Systematic Review and Meta-Analysis. AERA Open, 10. https://doi.org/10.1177/23328584241269866
Prayogi, S., Verawati, N. N. S. P., Bilad, M. R., Samsuri, T., Hunaepi, Asy’ari, M., Yusup, M. Y., Azmi, I., & Ernita, N. (2025). Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills. Social Sciences & Humanities Open, 12, 101895. https://doi.org/10.1016/j.ssaho.2025.101895
Rožman, M., Vrečko, I., & Tominc, P. (2025). Psychological Factors Impacting Academic Performance Among Business Studies’ Students. Education Sciences, 15(2), 121. https://doi.org/10.3390/educsci15020121
Sahin, A. (2018). Critical Issues in Islamic Education Studies: Rethinking Islamic and Western Liberal Secular Values of Education. Religions, 9(11), 335. https://doi.org/10.3390/rel9110335
Sahri, S., & Bin Mohd Saufi, M. S. A. (2025). Integration of Islamic Character Education in the Islamic Religious Education Curriculum to Prevent Bullying in High School. At-Tadzkir: Islamic Education Journal, 4(2), 133–148. https://doi.org/10.59373/attadzkir.v4i2.91
Shin, D. D., Park, S., Kim, J. A., Nagengast, B., & Bong, M. (2025). Examining how teachers’ characteristics impact student motivation and achievement across subject, school level, gender, and prior achievement level. Social Psychology of Education, 28(1), 145. https://doi.org/10.1007/s11218-025-10104-x
Tegegne, T. A., & Kelkay, A. D. (2023). Comparative study of using 5E learning cycle and the traditional teaching method in chemistry to improve student understanding of water concept: The case of primary school. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2199634
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students’ academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12), e12657. https://doi.org/10.1016/j.heliyon.2022.e12657
Uddin, S., Khondoker, A., & Abuzar, M. (2024). Ethical Curriculum Development : Insights From Islamic Epistemology Towards Sustainable Development Goals ( SDGs ). Profetika Jurnal Studi Islam, 25(2), 273–286.
Ulum, Ö. G. (2025). Cultural influences on learning motivation: a comparative study of informal learning practices among Syrian refugee and Turkish child laborers in Turkey. Children and Youth Services Review, 173, 108316. https://doi.org/10.1016/j.childyouth.2025.108316
Wu, C.-H., Liu, C.-H., & Huang, Y.-M. (2022). The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load. International Journal of STEM Education, 9(1), 35. https://doi.org/10.1186/s40594-022-00346-y
Zidaru, T., Morrow, E. M., & Stockley, R. (2021). Ensuring patient and public involvement in the transition to AI‐assisted mental health care: A systematic scoping review and agenda for design justice. Health Expectations, 24(4), 1072–1124. https://doi.org/10.1111/hex.13299
Published
2025-10-10
How to Cite
Oktafiani, R., Putri, B. S., & Kesumawardani, A. D. (2025). The Contribution of the Islamic-Integrated 9E Learning Cycle Model to Students’ Scientific Literacy. ISEJ : Indonesian Science Education Journal, 6(3), 45-52. https://doi.org/10.62159/isej.v6i3.2074
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Copyright (c) 2025 Raicha Oktafiani, Bella Satiyo Putri, Aryani Dwi Kesumawardani
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