INTERCONNECTION SCIENCE AND ISLAM: RELIGIUSITY AND MASTER CONTROL CHEMICAL CONTENT
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Nov 1, 2017
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Abstract
This research departs from the search for empirical evidence of the interconnection between science and general science (particularly Chemistry). The facts show that until now the achievement of student learning in Basic Chemistry course is still relatively low. Later this research using model trait treatment interaction to improve learning outcomes. This research is run at State Islamic University Imam Bonjol Padang. The population of this study as many as 97 people although only complains 66 students included in this study. Where the research this involves only students who are following the teaching of Basic Chemical. Sampling technique is done by using random side simple. Then the data collection through questionnaires and interviews. Data analysis techniques using Pearson correlation. Results of the study found that: (1) Distribution of mean religiosity of students is high. (2) Chemical scholarly content Mastery of students increased if the teaching methods are adapted to the prior knowledge possessed. (3) control of the content I LMU Chemistry students increased after getting learning model self-learning (self-learning) for students with high starting capabilities. (4) the capability of Chemistry student content increased when they learned with regular methods of teaching plus tutorials for students with lower initial ability. (3) There is a relationship between religiosity and mastery of scientific content Chemistry. Where the higher the student religiosity, the higher the learning (*)
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ASWIRNA, Prima.
INTERCONNECTION SCIENCE AND ISLAM: RELIGIUSITY AND MASTER CONTROL CHEMICAL CONTENT.
Proceedings of the International Conference on Green Technology, [S.l.], v. 8, n. 1, p. 197-208, nov. 2017.
ISSN 2580-7099.
Available at: <https://conferences.uin-malang.ac.id/index.php/ICGT/article/view/540>. Date accessed: 26 may 2026.
doi: https://doi.org/10.18860/icgt.v8i1.540.
Section
Islam and Science Integration
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Charles Y. Glock and Rodney Stark. 1965. Religion and Society in Tension. Chicago: Rand McNally and Company.
Chase, WG, and Simon, HA, 1973. Perceptions in Chess. Cognitive Psychology, 4: 55-81.
Clark, R., Nguyen, F., and Sweller, J. 2006. "Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load". San Francisco: Pfeiffer.ISBN 0-7879-7728-4.
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Cronbach, L. 1975. "Beyond The Two Disciplines of Scientific Psychology". American Psychologist, 116-127.
Cronbach, L. and Snow, R. 1977. TRAITs and Instructional Methods: A Handbook for Research on Interactions. New York: Irvington.
Cronbach, LJ 1951. "Coefficient Alpha and The Internal Structure of Tests". Sychometrika, 16: 297-334
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Cronbach, L., J., and Snow, RE 1977. Trait and Instructional Methods. New York: John Wiley.
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Diane E. Papalia, et. 2008. Al. Human Development (Developmental Psychology), Jakarta; Kencana.
Diseth, A. 2002. The Relationship Between Intelligence, Approaches To Learning and.
Dog ru and Calendar. 2007. " Applying the Subject" Cell " Through Constructivist Approach during Science Lessons and the Te Acher's View" .Journal of Environmental & Science Education, 2 (1): 3-13
Dunn, R., and Dunn, K. 1999. The Complete Guide To The Learning Styles Inservice System. Boston: Allyn and Bacon.
Dunn, R. Dunn, K., and Perrin, J. 1994. Teaching Young Children Through Their Individual Learning Styles: Practical Approaches for Grades K-2 /. Boston: Allyn and Bacon.
Ellis, HC 1965.Transfer of Learning. New York: Macmillan.
Felder, RM, and Brent, R. 2005. "Understanding student differences". Journal of Engineering Education, 4 (1): 57-72.Lalley and Gentile Adapting Instruction 473
Gagne, RM, and Driscoll, MP 1988. Essentials of Learning for Instruction. Englewood Cliffs. NJ: Prentice-Hall.
Gagne, RM, and Paradise, NE 1961. "Abilities and Learning Sets in Knowledge Acquisition". Psychological Monographs, 75, NO. 14 (Whole No. 518).
Gardner, H. 1983. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Gardner, H. 1993. Multiple Intelligences: The Theory in Practice. New York: Basic Books.
Gardner, H., and Hatch, T. 1989. "Multiple Intelligences Go to School: Educational Implications of The Theory of Multiple Intelligence". Educational Researcher. 18 (8): 4-10.
Gentile, JR 1993. Instructional Improvement: A Summary and Analysis of Madeline Hunter's Essential Elements of Instruction and Supervision (2nd ed.). Oxford, OH: National Staff Development Council.
Gentile, J., R., and Lalley, JP, 2005. Educational Psychology. Dubuque, IA: Kendall-Hunt.
Gerjets, P. Scheiter, K. and Catrambone, R. 2004. "Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar Versus Modular Presentation of Solution Procedures". Instructional Science. 32 (1): 33-58.
Glaser, R., and Bassock, M. 1989. "Learning Theory and The Study of Instruction". Annual Review of Psychology, 40: 631-666.
Good, RH, Vollmer, M., Creek, RJ, & Katz, L. 1993. "Treatment of utility of the Kaufman Assessment Battery for Children: Effects of matching processing instruction and student strength". School Psychology Review, 22 (1): 8-26.
Graham, N., A., and Kershner, JR 1996. Reading styles in children with dyslexia: A
Gregory, GH, and Chapman, C. 2002. Differentiated instructional strategies. Thousand Oaks, CA: Corwin Press.
Guilford, J., P. 1967. The nature of human intelligence. New York: McGraw-Hill.
GU l ü mall and O mar Ergin. 2006. " The Effect of Science leraning Through Discovery on Student ' s Academic Achievement Learning Approachs and Attitudes Towards Science" . Journal of Turkish Science of Education. (3) 1: 1-6.
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