Development of A Science Learning Model Based on Project Based Learning (Pjbl) Integrated With Islamic Educational Values in Junior High Schools in Gowa Regency

Abstract

Science learning at the junior high school level is not only required to develop scientific knowledge and skills but also needs to shape students' character and values. The results of the initial analysis at several junior high schools in Gowa Regency indicate that Project Based Learning (PjBL) has been implemented in science learning; however, the integration of Islamic educational values has not been systematically carried out at every stage of learning, reflection, and follow-up. Therefore, this study aims to develop a science learning model based on Project Based Learning integrated with Islamic educational values for junior high school students in Gowa Regency. This study employed a Research and Development (R&D) approach using the ADDIE development model, which comprises the stages of Analysis, Design, Development, Implementation, and Evaluation. The model development focused on the topic of Human Growth and Development for ninth-grade junior high school students. Research data were obtained through interviews, observations, questionnaires, validation sheets, documentation, and learning outcome tests. The quality of the developed model was assessed based on validity, practicality, and effectiveness. The research results produced a science learning model based on Project Based Learning integrated with Islamic educational values and supported by teaching materials, modules, student worksheets, learning tools, and assessment instruments. The model consists of seven stages, namely determining fundamental questions, designing project planning, developing a schedule, monitoring the project and investigation, testing or presenting the results, evaluating the experience, and reflection and follow-up. Islamic educational values, such as gratitude, trustworthiness, responsibility, discipline, honesty, cooperation, mutual respect, and caring, are operationally integrated into the learning process. The validation results obtained an average score of 4.20, categorized as good and feasible. The practicality of the model was demonstrated by a learning implementation score of 0.97, a teacher response of 97.50%, and a student response of 96.50%. The effectiveness test results showed that teachers' ability to manage learning obtained an average score of 4.60, while student activity reached 0.98, indicating a high level of engagement. Student learning outcomes increased, with the average pretest score rising from 63.63 to 88.06 on the posttest, and learning mastery reaching 100%. Thus, the science learning model based on Project Based Learning integrated with Islamic educational values meets the criteria of validity, practicality, and effectiveness. This model can serve as an alternative for implementing science learning that systematically integrates scientific knowledge, project-based learning experiences, and the internalization of Islamic educational values.