The “Kaffah” Science Learning Model: Integrating Science with Religion to Enhance Student Metacognition

Syahrial A 1, Joni Rokhmat 2, Agus Ramdani 3, Aliefman Hakim 4, & Sukarso 5

https://doi.org/10.62271/pjc.16.4.1271.1283

Abstract

This research investigates the effectiveness of the “Kaffah” Science learning model in enhancing metacognitive skills among teacher education students. Following an experimental design with a sample of 100 participants from Mataram State Islamic University, the study employs pre-test and post-test measures to assess metacognition before and after implementing the model. Results reveal significant improvements across various metacognitive levels, with a moderate normalized gain. The Kaffah Science model, rooted in the principle of ‘kaffah,’ integrates science with religion, emphasizing exploration, meaningfulness, and reflective practice. Validation of instruments, including learning tools and metacognition questionnaires, ensures data credibility. Student responses underscore the model’s effectiveness, ease of comprehension, and positive emotional experiences. This research contributes to the ongoing discourse on pedagogical innovation, highlighting the Kaffah Science model as a comprehensive and holistic educational framework for integrating science and religion to enhance metacognitive skills.

Keywords: Kaffah Science learning model, metacognition, science and religion, exploration, meaningfulness, reflective practice, holistic education.