Implementation of the STEAM Approach in Islamic Science Teaching in Integrated Islamic Primary Schools

Abstract

This study addresses the challenge of integrating science and Islam in learning practices at Integrated Islamic Elementary Schools (SDITs), which seek to bridge general and religious knowledge. This study provides empirical evidence that an integrative STEAM approach grounded in Qur’anic values (ayat kauniyah), tauhid-oriented experimentation, and the khalifah principle positively impacts primary students’ scientific inquiry skills, creativity, and value integration. Students taught using this model demonstrated higher engagement and deeper conceptual understanding than those in conventional classrooms. These findings confirm the effectiveness of STEAM as an integrative pedagogical framework for embedding Islamic values within primary science education. Employing a qualitative case study design, data were collected from two SDITs in Surabaya and Malang through participatory classroom observations, interviews with science and Islamic education teachers, and analysis of instructional documents and student projects. The findings reveal three models of STEAM-based Islamic science learning: project-based activities inspired by Qur’anic verses of nature, tauhid-oriented scientific experiments, and contextual problem-solving grounded in the khalifah principle. These models demonstrate that STEAM supports integrative, student-centered learning, enhances higher-order thinking skills, and positions science as a meaningful religious practice within primary Islamic education.