Abstract
This research explores how Science, Technology, Engineering, and Mathematics (STEM) can be combined with teachings from the Quran to create a well-rounded educational approach. The goal is to bring together modern scientific knowledge and spiritual wisdom, fostering a more holistic learning experience. By blending STEM with Quranic principles, the study aims to promote critical thinking, ethical decision-making, and spiritual development in students. The research uses content analysis and begins with a detailed review of existing literature, drawing from databases like PsycINFO, JSTOR, PubMed, and Google Scholar. The findings suggest that a curriculum integrating STEM and Quranic teachings can help students gain the skills and values they need to succeed in today’s complex, interconnected world.
Keywords: STEM Education,Q-STEM, Critical Thinking, Spiritual Development
References
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Chung, S.K. & Li, D., (2021). Issues-based steam education: A case study in a Hong Kong secondary school. International Journal of Education & the Arts, 22(3): 1–22
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Moslimany, R., Otaibi, A., & Shaikh, F. (2024). Designing a holistic curriculum: Challenges and opportunities in islamic education. Journal on Islamic Studies, 1(1), 52-73.
Moore, T. J., Bryan, L. A., Johnson, C. C., & Roehrig, G. H. (2021). Integrated STEM education. In STEM Road Map 2.0 (pp. 25-42). Routledge.
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The Sun (2nd April 2024). Concern over student lack of interest in STEM. Retrieved from https://thesun.my/local-news/concern-over-student-lack-of-interest-in-stem-GJ12286990
Thuneberg, H.M., Salmi, H.S. and Bogner, F.X., (2018). How Creativity, autonomy and visual reasoning contibute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity,
Vennix, J., den Brok, P., & Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM?. International Journal of Science Education, 40(11), 1263-1283
Yakman, G., (2008). STEAM Education: an overview of creating a model of integrative education. Pupil’s attitudes towards technology (PATT-19) conference: research on technology, innovation, design and engineering teaching, Salk Lake City, Utah, USA.
Yasin, R. F. B. F., & Jani, M. S. (2013). Islamic education: The philosophy, aim, and main features. International Journal of Education and Research, 1(10), 1-18.
Abd Rauf, R. A., & Zulnaidi, H. (2024). Development and validation of the Quran–Science, Technology, Engineering, Art, And Mathematics (Q-STEAM) module. STEM Education, 4(4), 346-363.
Al-Raysuni, A. (2011). Al-Shura: The Qur’anic principle of consultation. International Institute of Islamic Thought (IIIT).
Ah-Namand, L., & Osman, K. (2018). Integrated STEM education: Promoting STEM literacy and 21st century learning. Research highlights in STEM education, 66-80.
Al-Quran.
Badriyah, N.L., Anekawati, A. and Azizah, L.F., (2020). Application of PjBL with brain-based STEAM approach to improve learning achievement of students. Jurnal Inovasi Pendidikan IPA, 6(1), 88-100.
Bernama (12th September 2024). MOSTI Targets for 1.6 Million Participants in Malaysia Techlympics 2024 Retrieved from https://bernama.com/en/region/news.php?id=2339720
Bunyamin, M. A. H., Talib, C. A., Ahmad, N. J., Ibrahim, N. H., & Surif, J. (2020). Current Teaching Practice of Physics Teachers and Implications for Integrated STEM Education. Universal Journal of Educational Research, 8(5A), 18-28.
Chung, S.K. & Li, D., (2021). Issues-based steam education: A case study in a Hong Kong secondary school. International Journal of Education & the Arts, 22(3): 1–22
Don, Y., Raman, A., Daud, Y., Kasim, K., & Omar Fauzee, M. S. (2015). Educational leadership competencies and Malaysia education development plan 2013-2025. Humanities and Social Sciences Review, 4(3), 615-625.
Jang, H. (2016). Identifying 21st century STEM competencies using workplace data. Journal of science education and technology, 25, 284-301.
Berita Harian (23th April 2024). Malaysia berdepan krisis kurang doktor, saintis. Retrieved from https://www.bharian.com.my/berita/nasional/2024/04/1237958/malaysia-berdepan-krisis-kurang-doktor-saintis
Masud, S., Abdillah, H., Munfaati, K., Erfansyah, N. F., & Metafisika, K. (2023). Embedding STEM learning with Islamic values and character education in the storybook. International Journal of STEM Education for Sustainability, 3(2), 297-318.
Moslimany, R., Otaibi, A., & Shaikh, F. (2024). Designing a holistic curriculum: Challenges and opportunities in islamic education. Journal on Islamic Studies, 1(1), 52-73.
Moore, T. J., Bryan, L. A., Johnson, C. C., & Roehrig, G. H. (2021). Integrated STEM education. In STEM Road Map 2.0 (pp. 25-42). Routledge.
Tan, O. S. (2021). Problem-based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning.
The Sun (2nd April 2024). Concern over student lack of interest in STEM. Retrieved from https://thesun.my/local-news/concern-over-student-lack-of-interest-in-stem-GJ12286990
Thuneberg, H.M., Salmi, H.S. and Bogner, F.X., (2018). How Creativity, autonomy and visual reasoning contibute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity,
Vennix, J., den Brok, P., & Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM?. International Journal of Science Education, 40(11), 1263-1283
Yakman, G., (2008). STEAM Education: an overview of creating a model of integrative education. Pupil’s attitudes towards technology (PATT-19) conference: research on technology, innovation, design and engineering teaching, Salk Lake City, Utah, USA.
Yasin, R. F. B. F., & Jani, M. S. (2013). Islamic education: The philosophy, aim, and main features. International Journal of Education and Research, 1(10), 1-18.