INTEGRATION OF ISLAMIC EDUCATION WITH SCIENCE AND

TECHNOLOGY IN JUNIOR SECONDARY SCHOOLS OF KATSINA

METROPOLIS

BY

FATIMA ABDURRAHMAN ABUBAKAR

FKT/19/ISL/1/0096

A PROJECT SUBMITTED TO THE FACULTY OF EDUCATION BAYERO

UNIVERSITY, KANO

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD

OF DEGREE OF BACHELOR IN ISLAMIC EDUCATION (BA.ed ISLAMIC)

OCTOBER, 2023

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 APPROVAL PAGE
This research titled “Integration of Islamic Education with Science and
Technology in Junior Secondary Schools of Katsina Metropolis” has been read
and approved as Meeting the requirement for the award of Bachelor of Art degree
in Islamic Education (BA.Ed) of Bayero University Kano.

__________________ __________________
Project Supervisor Sign/Date

__________________ __________________
Head of Department Sign/Date:

_____________________ ___________________
Level Coordinator Sign/Date:

____________________ ___________________
Examination Officer Sign/Date:

_____________________ ________________
External Moderator Sign/Date:

CERTIFICATION

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I certify that this project work was conducted, written and compiled by me Fatima
Abdurrahman Abubakar with reg. no. FKT/19/ISL/1/0096 I also certify that to
the best of my knowledge this research work has never been presented wholly or
partially for the award of any Degree of publication elsewhere… All
quotations/citations are duly acknowledged.

Fatima Abdurrahman __________________

FKT/19/ISL/1/0096 Sign & Date

DEDICATION

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This research work is dedicated to my beloved parents for giving me all necessary

encouragement through all time of hardship during the period of my study.

DECLARATION

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 I hereby declared that this research project is written by me Fatima
Abdurrahman under the supervision of Malama Hassana Ibrahim Muhammad
who assist and guided me in correcting possible errors.

ACKNOWLEDGEMENT

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I wish to express my profound gratitude to Allah (S.W.A) who in his infinite
mercy saw me through right from the time I was offered the admission to the end
of my studies in the school.

Also my greatest appreciation goes to my parents, Alh. Abdurrahman and

Muslimat Abubakar for their immense contributions toward the completion of the
programme.

My sincere appreciation goes to my project supervisor Malama Hassana Ibrahim

Muhammad who took her time going through the manuscripts, make necessary
corrections despite her numerous commitments and offer valuable suggestions,
may Almighty Allah continue to reward her abundantly.

My gratitude also goes to the entire teeming lecturers of Islamic Department,

School of Education and the college community at large.

I will like to render a special thanks and appreciation to my family and friends
for their guidance, support, contributions and encouragement. Am very grateful
May Allah reward them all. Ameen.

ABSTRACT

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The integration of Islamic education with learning of science and technology is
expected to be meaningful and easily understandable so that the goal of Islamic
education in leading the students to recognize, understand, contemplate, believe,
be piety, and have noble character in implementing the teachings of Islam from
the primary source i.e. the holy book of Al-Quran and Al-Hadith through the
teaching guidance, practicing, and the use of experience can be accomplished in
junior secondary schools in Katsina metropolis of Katsina State.. This study aims
to determine the integration of Islamic education with science and technology in
junior secondary schools of Katsina metropolis. The researcher adopted
descriptive survey research design. The study involved junior secondary schools
which are in metropolis. The population of the study 11,754 students of the twelve
selected secondary schools in Katsina Local Government Area in Katsina state.
The sampling size of 150 students were sampled, and the simple random sampling
technique was adopted for the study. The researcher used a questionnaire for
data collection. Data collected for the study were analyzed using simple
percentage to answer research hypothesis. Based on the findings of the study, it
was concluded developing an integration model of Islamic education would
eradicates the scientific dichotomy between science and religion with 81.33. It
was recommended that the Katsina State Ministry of Education should develop a
cross-curricular curriculum that integrates Islamic education with science and
technology education. This curriculum should be developed by a team of experts
in Islamic education, science education, and technology education.

TABLE OF CONTENTS
CONTENTS PAGES

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Title page i
Approval Sheet ii
Certification iii
Declaration vi
Dedication iv
Acknowledgement v
Abstract iv
Table of Contents iiv
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study - - - - - - 1
1.2 Statement of the Problem - - - - - 3
1.3 Objective of the Study - - - - - - - 5
1.4 Research Questions - - - - - - - 5
1.5 Research Hypotheses - - - - - - - 5
1.6 Significance of the Study - - - - - - 5
1.7 Scope and Delimitation of the Study - - - - - 7
1.8 Definition of terms - - - - - - - 7
CHAPTER TWO:
LITERATURE REVIEW
2.0 Introduction - - - - - - - - 9
2.1 The Objectives of the Junior Secondary Schools - - - 9
2.2 Understanding the Integration of Islamic Education and Science in Junior Secondary
Schools - - - - - - - - - 12
2.2.1 Science and Technology - - - - 14
2.2.2 Islamic Education - - - - - - - 15
2.3.1 Integration of Islamic Education into Science and Technology - 18
2.4 The Impact of Islamic Education on Science and Technology - 28
CHAPTER THREE:
METHODOLOGY
3.0 Introduction - - - - - - - - 30

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3.1 Research Design - - - - - - - - 30
3.2 Population of the Study - - - - - - - 30
3.2.1 Sample Size - - - - - - - - 31
3.2.2 Sampling Technique - - - - - - - 32
3.3 Instrument for Data Collection - - - - - - 32
3.3.1 Scoring Procedure - - - - - - - 32
3.3.2 Validity and Reliability of the Instrument - - - - 33
3.7 Procedure for Data Collection - - - - - - 33
3.8 Method for Data Analysis - - - - - - 33
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.0 Introduction - - - - - - - - 35
4.1 Data Presentation - - - - - - - 35
4.2 Data Analysis - - - - - - - 35
4.2.1 Answer to Research Questions - - - - - 46
4.2.2 Hypotheses Testing - - - - - - - 47
4.3 Summary of Findings - - - - - - - 47
4.1 Discussion - - - - - - - 51
CHAPTER FIVE:
SUMMARY, CONCLUSIONS AND RECOMMENDATION
5.1 Introduction - - - - - - - - 52
5.2 Summary - - - - - - - - - 52
5.3 Conclusion - - - - - - - - 53
5.4 Recommendation - - - - - - - 54
References - - - - - - - - - 56
Appendices - - - - - - - - - 58

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 CHAPTER ONE:

INTRODUCTION

1.1 Background of the Study

The development of science and technology in this era is rapidly developed and

it is increasingly needed by humans. Modern humans have heavily relied on

science and technology products. It is hard to imagine that modern humans are

living without science and technology products (Britannica, 2022). The needs of

modern humans in daily life from eating, drinking, sleeping, sheltering, working,

transportations, communication devices, entertainments, medical care to all

aspects of human life cannot be separated from using science and technology

products. The development of agricultural technology, livestock, fishery and food

and beverage processing has made it easier for humans to fulfill all human beings

on earth. The development of information technology by using telephone, mobile

phone, facsimile, internet and others, has accelerated the delivery of information

that once took it up to months, now it can get to the precise destination in just a

few seconds, even at (almost) the same time. By utilizing TV, satellite and other

sophisticated communication devices, an event in a particular place on earth or in

space near the earth can be easily known at the same time by human beings all

over the world (Sholeh, 2017).

According to Britannica (2023), Science and Technology that are indeed

taken an important role in the development of human material civilization. The

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inventions of science and technology have given humankind many conveniences.

The journey that had to take months now can be taken only a few hours by plane

and fast train. Other inventions that are very different also have made easier and

fun way of human life today than ever before.

Islam, a religion that is in accordance with human nature, its Shari'ah does

not only encourages people to study science and technology, then build and

nurture civilization, it even organizes its people in the direction to survive and

save well in the world even more in the Hereafter (Puspita, 2017).

But until now, there is still a strong assumption in the wider community

that religion and science are two entities that cannot be reconciled. Both have

their respective territories, separated from one another, in terms of formal-

material objects, research methods, truth criteria, roles played by scientists. There

is another phrase that is said science does not care about religion and religion

does not care the science. It is because the assumption that science and religion

have different ways from approaches, experiences. This difference is a source of

debate. Science is closely related to a very abstract experience, such as

mathematics while religion is more closely related to the ordinary experience of

life. As an interpretation of experience, science is descriptive and religion is

prescriptive.

There is also a view that science and religion stand in their respective

positions, since the field of science relies on empirically supported data to

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ascertain what is real and what is not, religion is otherwise ready to accept the

unseen and uncertain based solely on the tangible variables of faith and trust.

Religion and science must co-exist independently of one another, for although

there are similarities in their mission, the fundamental difference between the

both of them is a conflict that will resonate at each core. Thus the integration

between science and religion is almost unfeasible, as a scientific criterion for

identifying such assumptions becomes real, because there is certainly a process

of cannibalization between them both, while religion is essential to the well-being

of the individual and aims to create harmony for life.

1.2 Statement of the Problems

Science and technology become an integrant of whole that cannot be separated

because they support each other. There is also a view that science and religion

stand in their respective positions, since the field of science relies on empirically

supported data to ascertain what is real and what is not, religion is otherwise ready

to accept the unseen and uncertain based solely on the tangible variables of faith

and trust. Religion and science must co-exist independently of one another, for

although there are similarities in their mission, the fundamental difference

between the both of them is a conflict that will resonate at each core.

From the above opinion it can be concluded that the goal of Islamic

Education is as an effort to direct and guide man (people) in this case students so

that they can become human beings who believe and piety to Allah (SWT), and

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improve understanding, appreciation, and application of Islam teaching. The

objective that will be achieved in this study is to know the integration of Islamic

education with science and technology at junior secondary schools of Katsina

metropolis.

In addition Scientists hold a wide range of positions about religion. Many

scientists who believe in Allah, either as a primordial creator or as an active force

in the universe, and religion has no relation with science and technology in which

a teacher is sharing his beliefs to his students, so those who study science and

technology without Islamic education are contemplating the various existence of

regularities and natural phenomena, it will cause have unfaith, un-piety, and lack

of spiritual awareness in the students (humans) souls that how little human beings

and how great Allah as the creator of the universe and all its contents. So this

research will discuss the mission of man on earth as Allah says in the Holy

Qur’an:

I created the jinn and humankind only that they might worship Me.
Q: 51:56

O ye who believe! Fear Allah as He should be feared, and die not except in a
state of Islam. Q3.102

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1.3 Objectives of the Study

This research seeks to find out how:

1) To find the integration of Islamic education with science and technology at

Junior Secondary Schools in Katsina metropolis.

2) To investigate the Islamic education efforts in facing the negative impacts of

science and technology in Katsina metropolis.

3) To find out the results of observation on Integration of Islamic education with

science and technology in Katsina metropolis.

1.4 Research Questions

These are questions that the researcher formulates in respect of the actual conduct

of the research study. They are questions designed by the researcher; answers will

lead to solution of the problems. It should be known that, it is these question that

guide the researcher through the process of the research. Therefore, the research

questions are as follows:

1. What is the importance of science and technology in Islamic perspectives?

2. How are the Islamic education courses offered in the junior secondary

schools and science and technology of Katsina metropolis?

3. What are the possible solutions to the problems of Islamic education

integration with science and technology education in junior secondary

schools of Katsina metropolis?

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1.5 Research Hypothesis

The research hypothesis are statements that illustrate relationships between two

or more effects.

Ho1There is significant relationship between science and technology to Islamic

education.

Ho2 There is vital difference between the science and technology teaching and the

Islamic education teaching.

Ho3 There is important relationship between the science and technology and

integration of Islamic education teaching.

Ho4 There is significant effect between science/technology and Islamic education

teaching and system of education on students morally and beliefs.

1.6 Significance of the Study

Actually the research study is very crucial particularly in the widening and

development of the researcher’s knowledge immensely to the extent that in every

step he\’she passed through would be noted and be able to remedy the errors

committed before in the pursuit of knowledge which cannot be obtain in the

classroom situation. The research also will be more appropriate useful to the

people and the area concerned why because it will supplies accurate information

which will help in policy making Integration of Islamic education with science

and technology in Katsina metropolis junior secondary schools.

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 Subsequently, the research will pave a way to the parents/guardians and

the government to measure the merit and demerit on non-Integration of Islamic

education with science and technology in junior secondary schools education. In

addition to that, the research work would also provide the basis and serve as

means of guide to incoming generations when they ought to write or investigate

further related to the research topic. The study will extremely suggest the possible

ways out through which the grievances militated against the progress of the

research topic could because to solve them without taking much time.

1.7 Scope of the Study and Delimitation of the Study

This research work is restricted within Katsina State with the main focus of

finding the Integration of Islamic education with science and technology in junior

secondary school in some selected secondary schools without going beyond the

limits of expectations as required by the limits of expectations as required by the

topic of research.

Even though the research seem to be broad but however, limited myself to

some chosen secondary school within Katsina metropolis due to the financial

constrain and the time factor.

1.8 Operational Definition of Terms

Islamic Education: Ahmad D. Marimba, (2014) define Islamic Education as a

guidance and leading the students to recognize, understand, contemplate, believe,

16
be piety, and have noble character in implementing the teachings of Islam from

the primary source i.e. the holy book of Al-Quran and Al-Hadith through the

teaching guidance, practicing, and Sunnah of Prophet Muhammad (SAW) which

is intended in order to form the main personality according to the Islamic rules.

Science: Encyclopedia (2023), define Science as any system of knowledge that

is concerned with the physical world and its phenomena and that entails unbiased

observations and systematic experimentation. In general, science involves a

pursuit of knowledge covering general truths or the operations of fundamental

laws.

Technology: Merriam Webster (2023), defines technology as capability of

giving by the practical application of knowledge especially in science area.

Integration: Brahman (2019), defines integration as a state of or the act of

combining or being combine into cohesive whole.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

This chapter presents literature pertinent to this study. The review of related

literature will be centre on objectives of Junior Secondary schools and integration

of Islamic Education and Science technology in particular. Also, the literature

review will cover related literatures relevant to this research work.

2.1 The Objectives of the Junior Secondary Schools

Junior secondary schools education as the name implies is the education offered

to pupils after the primary school which consist Junior Secondary School I, II and

III. It is the form of education children receive after primary education and 'before

the Senior Secondary School level. Specifically secondary education is the

education meant for children between 11+ to 14+ (FGN, 1998).

The junior secondary schools education is meant to prepare the

beneficiaries towards useful living within the society and higher education

(Science, art, commerce and Technical) for those willing and able to withstand it.

Consequently, the junior secondary level of education is not only a bridge

between the primary and the secondary school level of education; it .is also a

means of living and fitting well into society for those who may not aspire further.

Before independence and up to 1982, the secondary school education lasted for

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five years. After these five years, those who obtained the necessary qualifications

continued for the two years of higher school certificate examination to qualify for

university education. In order to enrich the curriculum with science and technical

subjects the secondary school duration was changed from 5 years to 6 years. This

6-years course was divided into two stages of three years each called the junior

and senior schools. While the junior secondary is both academic and pre-

vocationally oriented, the senior secondary stage provides comprehensive

education preparing the students for higher education work and living.

The junior secondary school leaving certificate is based on continual

assessment while the In the Nigerian situation, secondary education is the basic

or raw material provider for the desired future manpower resources. Bola (2016)

observed that junior secondary education is of great importance to the nation

because it is a source of mid-level manpower production that is necessary to

sustain and improve the economy. Objectives of junior secondary Education in

Nigeria the objectives for secondary education in Nigeria are to:

(a) Provide an increasing number of primary school pupils with the opportunity

for education of a higher quality, irrespective of sex, or social, religious and ethnic

background.

(b) Diversify its curriculum to cater for the differences in talents opportunities

and roles possessed by or open to students after their secondary school course.

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(c) Equip students to live effectively in our modern age of science and technology.

(d) Develop and project Nigerian culture, art and language as well as the world's

cultural heritage.

(e) Raise generation of people who can think for themselves, respect the views

and feelings of others, respect the dignity of labour and appreciate those values

specified under our broad national aims and live as good citizens.

(f) Foster Nigerian unity with an emphasis on the common ties that unite us in

our diversity.

(g) Inspire students with a desire for achievement and self-improvement both at

school and in later life (Obanya 2012).

If the above objectives for junior secondary education are properly

implemented the secondary education level will be a dependable source of

manpower supply for specialized skilled production at the tertiary level. This will

increase the nation's production and hence the entire economy.

2.2 Understanding the Integration of Islamic Education and Science

In the dictionary of junior high school student, the word of integration is

unification, which is done until it is united or completed. (Hardaniwati et al, 2013:

251-252). According to Khudori Sholeh (2017), Islamic education has initiated

integration from Madrasah Ibtidaiyah to Higher Education, through religious

materials such as tafsir, hadith, fiqh, and so on, which is associated with modern

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disciplines, so that there is integrated interconnection between science and

religion. However, the process merely links the religious materials and science

without an established philosophical foundation. So the provision of science and

religion does not provide a comprehensive understanding of the students.

Islam placed a high value on education, and, as the faith spread among diverse

peoples, education became an important channel through which to create a

universal and cohesive social order. By the middle of the 9th century, knowledge

was divided into three categories: the Islamic sciences, the philosophical and

natural sciences (Greek knowledge), and the literary arts. The Islamic sciences,

which emphasized the study of the Qurʾān (the Islamic scripture) and the Ḥadīth

(the sayings and traditions of the Prophet Muhammad) and their interpretation by

leading scholars and theologians, were valued the most highly, but Greek

scholarship was considered equally important, albeit less virtuous.

Early Muslim education emphasized practical studies, such as the

application of technological expertise to the development of irrigation systems,

architectural innovations, textiles, iron and steel products, earthenware, and

leather products; the manufacture of paper and gunpowder; the advancement of

commerce; and the maintenance of a merchant marine. After the 11th century,

however, denominational interests dominated higher learning, and the Islamic

sciences achieved preeminence. Greek knowledge was studied in private, if at all,

and the literary arts diminished in significance as educational policies

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encouraging academic freedom and new learning were replaced by a closed

system characterized by an intolerance toward scientific innovations, secular

subjects, and creative scholarship. This denominational system spread throughout

eastern Islam from Transoxania (roughly, modern-day Tajikistan, Uzbekistan,

and southwest Kazakhstan) to Egypt, with some 75 schools in existence between

about 1050 and 1250.

This study aims to understand the integration between Islamic education with

science and technology in order to give full comprehension to the students about

the subjects of Islamic education which is often dogmatically delivered by putting

aside the facts of science and technology. So that between Islamic education and

science can support each other in providing a complete understanding to students.

In addition, the development of information technology can be developed through

the learning models and useful in the teaching process and learning activities. It

is to facilitate the delivery of information about Islamic education to students. It

certainly must also be supported with adequate human resources in the mastery

of science and technology.

2.2.1 Science and Technology

Definition of science according to Agus S. (2018), is taken from the Latin word

scientia which literally means “knowledge”. Sund and Trowbribge formulated

that Science is a collection of knowledge and processes. While Kuslan Stone

mentions that Science is a collection of knowledge and ways to obtain and use

22
the knowledge. Science is a product and process that can’t be separated. "Real

Science is both product and process, inseparably joint".

Science as a process is a step taken by scientists to conduct an investigation in

order to seek explanations of natural phenomena. These steps are to formulate

problems, formulate hypotheses, design experiments, collect data, analyze and

ultimately conclude.

Meanwhile, according to the language dictionary as quoted by Abdurrahman R

Effendi and Gina P. (2017) science is a systematic knowledge that can be tested

or proven its truth. It is also a branch of knowledge based solely on truth or reality,

such as physics, chemistry, biology, astronomy, including more detailed branches

such as hematology, entomology, zoology, botany, cardiology Meteorology,

geology, geophysics, exobiology, hydrology, aerodynamics (air flow science)

and so on.

While technology is an activity or study that uses science for practical purposes

in industry, agriculture, medicine, trade and others. It can also be defined as a

method or process of handling a technical problem based on advanced scientific

studies such as using electronic equipment, chemical processes, manufacturing,

sophisticated machinery and others (Effendi & Puspita, 2017).

Science and technology become an integrant of whole that cannot be separated

because they support each other. Technology is part of a science that develops

independently, creating a world of its own. But technology is unlikely to develop

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without science. So science and technology become an integrant of whole that

cannot be separated.

2.2.2 Islamic Education

Islam has, from its inception, placed a high premium on education and has

enjoyed a long and rich intellectual tradition. Knowledge ('ilm) occupies a

significant position within Islam, as evidenced by the more than 800 references

to it in Islam's most revered book, the Holy Qur’an. The importance of education

is repeatedly emphasized in the Qur’an with frequent injunctions, such as:

"Allah will exalt those of you who believe and those who have knowledge to
high degrees" (Q58:11)
"O my Lord! Increase me in knowledge" (Q20:114).
And

"As Allah has taught him, so let him write" (Q2:282).

Such verses provide a forceful stimulus for the Islamic community to strive for

education and learning.

Islamic education is uniquely different from other types of educational theory and

practice largely because of the all-encompassing influence of the Qur’an. The

Qur’an serves as a comprehensive blueprint for both the individual and society

and as the primary source of knowledge. The advent of the Qur’an in the seventh

century was quite revolutionary for the predominantly illiterate Arabian society.

Arab society had enjoyed a rich oral tradition, but the Qur’an was considered the

word of Allah and needed to be organically interacted with by means of reading

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and reciting its words. Hence, reading and writing for the purpose of accessing

the full blessings of the Qur’an was an aspiration for most Muslims. Thus,

education in Islam unequivocally derived its origins from a symbiotic relationship

with religious instruction.

Definition of Islamic education according to Ahmad D Marimba, (2014: 23), is

the inheritance and development of human culture that is sourced and guided by

Islamic teachings as embodied in the Qur'an and Sunnah Rasul, which is intended

in order to form the main personality according to the Islamic rules. Thus the

distinguishing feature of Islamic education with others is on the use of Islamic

teachings as a guide in the process of inheritance and the development of the

human culture (Hasbullah, 1999: 9). While Haidar Putra Daulay (2004: 3) states

that the essence of Islamic education is creating the human aspires, so that Islamic

education is the process of human creation which is aspired by Islam. From some

of the above definitions, it can be taken a definition that the meaning of Islamic

Education is an activity or an effort of action and planned guidance which is

consciously and deliberately done that leads to the building personality in

accordance with the norms determined by religious teachings based on Al-Quran

and Al-Hadith, through the activities of teaching guidance, practice, and the use

of experience, which aims for people to have strong beliefs and have a life guide

in order to grow the personality through various efforts.

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Zakiah, D. (2015) argues that in the special methodology of Islamic teaching aims

to build a religious man, which means that human beings are able to carry out the

Islamic teaching with good and perfect, so as it reflects on the attitude and actions

in all their life, in order to achieve happiness and glory of the world and the

hereafter, which can be fostered through intensive and effective religious

teaching.

From the above opinion it can be concluded that the goal of Islamic Education is

as an effort to direct and guide people in this case students so that they can become

human beings who believe and piety to Allah SWT, and improve understanding,

appreciation, and application of Islam teaching, so they can be Muslims who are

noble in life personally, socially and nationally and become a faithful person to

death in the state of Islam, as the Word of Allah SWT in the Qur'an Surah Ali

Imran 3: 102.

“O you have believed, fear Allah as He should be feared and do not die except

as Muslim (in submission to Him)” Q3:102

2.3 Integration of Islamic Education into Science and Technology

Based on the objectives and scope of Islamic education described above, it is

expected that the integration between Islamic education with science and

technology can improve understanding and consolidation for students. The

integration of Islamic education with learning of science and technology is

expected to be meaningful and easily understandable so that the goal of Islamic

26
education in leading the students to recognize, understand, contemplate, believe,

be piety, and have noble character in implementing the teachings of Islam from

the primary source i.e. the holy book of Al-Quran and Al-Hadith through the

teaching guidance, practicing, and the use of experience can be accomplished

As junior secondary school begins the teaching and learning process by reading

Qur’an, together with the students, the verse in Qur’an i.e Al-Anbiya Q21:19 is

as follows:

“To Him belongs whatever is in the heavens and the earth, and those who are

near Him do not disdain to worship Him, nor do they become waery.”

(Q: 21:19)

The learning of Islamic Education strategy used in Al-Azhar on the material of

Faith in the angels and children devotion to parents was the method of clarifying

the heart. The reason is that the learning of Aqidah Akhlak on the material of

Faith in the Angels and the children devotion to parents using a scientific

approach. It is not possible that students have to observe the obedience of the

Angel to Allah. This method was done as an effort to activate students in the

learning because the students’ mindset when they learn junior secondary school

on the component of Aqidah Akhlak the teacher certainly talks and explains much

more than the students so that students are not actively involved in learning.

Strategy by using clarifying the heart in learning junior secondary school on the

component of Aqidah Akhlak in SMP Islam Al-Azhar 21 Solo Baru conducted

27
by Pak Musthofa, S.Pd.I by explaining six basic principles of faith as well known

to Muslims which is one of precious things that can clear one's heart and mind

(Abdulmalik K., 2015).

First: the principle of oneness of Allah (Tawheed)

Tawheed is interpreting faith in Allah, in understanding this principle it tries to

introduce discourses related to conscience, wisdom, integrity, tranquility,

sensitivity to change, instill trust, and intuition and source of motivation. By

knowing this, a person will be able to build principles in soul. Understanding the

meaning of Tawheed is not just to know the meaning of lafzhiyah (textually), that

is La’ilaha illallah, but it must be deep again, that makes the meaning of Tawheed

as a motivator or activator to try and effort. A Tawheed sentence should not only

be treated as a display and wall decoration to drive out demons and jinns, but also

as ideologies in effort. There are several aspects that must be understood to make

Tawheed as a motivation to effort, namely:

Aspects of Uluhiyah

In effort, this aspect makes absolutely Allah as the main motivator; he works

because it has a sincere intention to serve Allah, not to serve "something" other

than Allah. If someone is devoted to an existence other than Allah, everything

that he/she efforts will not be eternal and easily lost. However, if someone makes

Allah as the motivator and place of dedication in life, he/she will continue to work

and effort until the end of life.

28
Aspects of Rububiyah

In effort, someone absolutely makes Allah as protector. It is Allah Who gives

guidance and help wherever it is and strives. It is Allah Who keeps the heart to

keep in good efforts and in His favor. In addition, this aspect gives someone to

be not afraid of anything that will be faced because Allah always protects.

Aspects of Mulkiyah

Someone is absolutely only bounded to Allah SWT in his/her effort, not to

superiors, leaders or others. Allah is the destiny of his/her life. Verily, my prayer,

my worship, my life, and my death are only for the God of the Universe.

By living up to these three aspects, it will make Allah a motivator, protector, and

place dependent, because Tawheed is a solid foundation in navigating the various

storms of failure. With Tawheed, one will respond to failure as a trial that must

be traversed and then improved, and success as a test that must be lived then

improved its quality.

Second: principle of obedience

The principle of obedience is interpreted by faith in angels. This principle is the

pillar of faith as well as the second foundation after the principle of Tawheed.

This angel principle can build a powerful heart in achieving success in world and

hereafter. Angels as creatures who have unequal allegiance, effort maximally and

earnestly, are not negligent at all, very disciplined and never make mistakes.

29
With the principle of angels, someone will work or effort earnestly wherever

he/she is. In the work or effort not because they want to be seen by people or just

because of the salary factor, but they see that the work or effort is a sacred duty

from Allah that should be done as well and honestly. If the principles of angels is

practiced in the life of workers; the name of corruption, manipulation, and

cheating will not happen, because it is sure every human’s heart known by the

scribal angel namely Kiraman katibin. As the word of Allah in Qur’an. Al-Infithar

Q82: 10-12.

“And indeed, (appointed) over you are keepers [10]

Noble and recording [11]

They know whatever you do [12]” (Q82: 10-12.)

If the principles of angels adorn the soul, for him Allah will always guard him

from any direction and until whenever. The evil spirits that sweep through the

glittering treasures and the seductive positions and powers will not dim the

emanated light from the soul that is always close to Allah.

The principle of truth

The principle of truth interpreted by faith in the book of Allah, al-Qur'an; was

revealed on the 17th of Ramadan which is Qur’an. Al-Alaq 96: 1-5 whose

contents are the command of reading, as for the following verse:

“Recite in the name of your Lord who created [1]

Created man from a clinging substance [2]

30
 Recite, and your Lord is the most Generous [3]

Who taught by the pen [4]

(He has) taught the human being what he did not know [5]” (Q96: 1-5)

The word iqra' comes from the word qara'a. It does not simply mean "to read",

but it can also mean "convey", "collect", "compile", "contain" and "research". In

addition the iqra' command on Surah Al Alaq is not coupled with a particular

object, such as reading "what".

Thus, it is no exaggeration to understand that the command of reading is not only

in the written context but also in reading other objects, which is the universe and

the vast and complex life.

Third: principles of leadership

The principle of leadership is interpreted by faith in the Apostles. The power of a

person's heart is measured, which is when he/she is able to pay attention to others,

because this character that puts sympathy instead of antipathy. For him, the most

important thing is to invite others with courtesy even when they are repaid with

bitterness and discomfort.

Someone who applies the principle of leadership in his life by imitating the

apostles of Allah will always present a gentle character, and because of this

character, many people love him. Therefore a leader is respected not because of

things that are as short term as position, property and others, but it is because of

the noble morality.

31
This fourth principle by imitating the morality of the apostles if practiced in

everyday life, it will create true love, not love for a moment that is love to Allah,

the universe, people, and life.

Fourth: the principle of the future

The principle of the future is the principle that is interpreted by faith to the Final

day. The strength or clarity of a person's heart can also be measured from the

extent of his success through various processes of life with patience. He believes

that everything that is done as small as any will get a reward. Unsuccessful thing

in the world is not considered with despair because convincing everything that

has been done; it will get the reward if it is done with all the heart and sincerity.

Believing in the final day will also make someone difficult to lie either to

themselves or to others because his heart is convinced that the final day or the

day of vengeance will surely come. So when someone makes a mistake there must

be a sense of regret in the heart. By principles of the future, a person will prefer

the long term rather than the short term. The success he/she gets will be widely

distributed to the people and to humanity.

Fifth: the principle of realizing the vision

The principle of realizing the vision is interpreted by faith to qadha' and qadar.

This vision is an intention that is really embedded in the heart and visualized in

the mind. Vision is a very important thing in human life, when he will do

32
something. Qadha' and qadar is one of the sixth pillars of faith. Qadar is often

understood as the “destiny“ that is absolute will of Allah and unchangeable while

qadar is commonly understood as Allah's prerogative, and qadar is a human right

that is sought in earnest, optimistic, and without hesitation. The principle of

qadha’ and qadar is the spirit of life which refers to sunnatullah and organized

and arranged Allah’s destiny.

The belief in qadha' and qadar will make a person live a life meticulously

according to the law set by Allah, he/she will strive as much as possible to walk

according to the flow of Sunatullah. For him, success is something to be picked

up and struggled endlessly, not awaited. Thus, it takes uneasy effort through

planning, implementation and strict supervision and that too does not guarantee

a person will succeed, because it is only human effort, but only Allah who has the

will and power, and by remembering Allah the heart will be calm, because the

failure is Allah’s destiny.

Sixth; the principle of belief in angels

One of the Pillars of Faith is believing in angels, the Qur'an and many Hadiths

explaining to us about the characteristics of angels as follows:

1) Angels created from light;

2) Angels have no will and lust, as in (Q. Al-Furqon 25: 7);

33
3) Angels obey Allah's command without the slightest denying, as it is stated in

(Q. Al-A'raf 7: 206);

4) Angels are endowed by Allah the power, as it is stated in (Q. Al-Haaqqah 69:

17);

5) Angels can turn into anything in form by Allah's permission, as embodied in

(Surah Huud 11: 77).

Angels are disciplined, obedient, and loyal creatures of Allah.

Angels can be interpreted as messengers or Allah's tools that obey the owner in

governing the universe. Like computers that are programmed to dutifully accept

instructions by its makers, Angels are also programmed to be obedient and loyal

to Allah's commands. We see that electromagnetic rays are also always 'obedient'

to the laws of physics that Allah has established. If this electromagnetic ray is not

'obedient', Albert Einstein will not include the value of c (the speed of light) in

the formula; E = mc2 as constants (constant).

Throughout this realm of nature, there is much evidence of the Angels’ obedience

to God's command. For example, the task of the Angel is to rain down. The task

of this Angel can be explained scientifically. According to the laws of physics,

heat transfer takes in three ways: conduction, rejection and rays. Through rays,

the sun can transfer heat (energy) to the water in the oceans. After obtaining

energy, the water in the ocean evaporates into the air and condenses into rain.

34
Without rays, it is impossible that the cycle process of rain occurs because the

Law of Immortality Energy states that energy can’t be created and destroyed, it

can only change its shape. Scientifically, water can’t suddenly evaporate into the

air without any energy being transferred. Therefore Allah decreed that the energy

from the Sun which is a source of energy for the water on Earth could evaporate

and Allah gave the task of the angel (light) to be the mediator of this energy

transfer. Therefore a cycle of rain occurs.

Angels have unequal allegiance. Having no other interests and carrying out

Allah's commands completely. They are much disciplined in performing their

duties. As Allah says in (At-Tahrim Q66: 6):

"…they (angels) do not disobey Allah in what He commands them but do what

they are commanded." (Q66: 6)

In the perspective of Islam, angels have their own duties, as the following

example:

1) The angel Gabriel, called an angel of revelation, who is in charge of bringing

revelations from Allah to His Messenger;

2) The angel Mikail, in charge of delivering blessing prosperity to humans and

other creatures of Allah;

3) The angel Israfil, in charge of blowing the trumpet on the Day of Judgment;

4) The angel of Azrael, who is in charge of taking the life of Allah's creatures;

35
5) The angel Munkar, who is in charge along the angel Nakir, asks questions in

the grave (barzah);

6) The angel Nakir, who is in charge with the angel Munkar, asks questions in the

grave (barzah);

7) The angel Raqib who are in charge of recording the good deeds of human

beings;

8) The angel Atid in charge of noting the bad deeds of human beings; 9) the angel

Malik in charge of guarding hell;

10) The angel Ridwan, who is in charge of guarding paradise.

The knowledge above may be an illustration of the integration of Islamic

education with science and technology. That science and technology can actually

be an empirical fact boosting the truth of Islamic teachings. Teaching that was

initially more dogmatic became to be more easily understood. This integration is

of course along with the hope to further improve students' understanding of the

subject matter of Islamic education and at the same time as a confirmation of the

belief in the truth of the Qur'an.

2.4 The Impact of Islamic Education on Science and Technology

Islamic education material should be able to stimulate human nature whether

spiritually, logically, and emotionally so that it can perform its role well, either

as a servant of Allah SWT or as khalifah on earth.

36
 According to A.A Qodry (2014), three components of Islamic education as

a key in controlling and restoring science and technology to its original position,

which are:

Amr ma'ruf

Islamic education introduces the concept of amr ma'ruf development. It is not

only related to social intercourse, but also this is interpreted as well as self-

development and science and technology development positively.

So everything that is produced by Muslims should be able to provide a positive

value for his life and the circumstances around him. Even in the development of

science and technology, Muslims should direct the use of science and technology

to the right way, which is blessed by Allah SWT.

Nahyi munkar

Islamic education leads people to be able to discern and choose the truth. If there

is a misuse of science and technology, Islamic education requires Muslims to

avoid it then improve and prevent the abuse.

Believe in Allah

This third point is the main point of Islamic education because by having

powerful faith, Muslims will be able to face the negative impact of science and

technology. Believing in Allah SWT will bring fear of disobeying Him and

ashamed of doing the destruction on earth.

37
Regardless of any kind of negative impact of science and technology, Muslims

will be able to fortify themselves through continuous improvement of faith. Since

the negative impact of science and technology basically will not be unstoppable,

it is only us that must fortify ourselves as best as possible to deal with it.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter present the methods or procedures the researcher used for the

conduct of this study. It specifically discussed the: Research design, Population

of the study, Sampling techniques, Instrument for data collection, Validity of the

instrument, Reliability of the instrument, Procedure for data collection, Method

of data analysis.

3.2 Research Design

This research was designed and used for the success of this project work is

description surveys research design been adopted which will basically use the

38
survey approach with effective inquiry for this data collection. Therefore, it gives

adequate opportunity of drawing respondents as directed participants in the

process of data collective and it guarantee the research work to become complete

and accurate in such a way that every variable are placed in properly manner.

3.3 Population of the Study

The population of the study comprised all the junior secondary schools students

offering Islamic studies as a core subject in Katsina metropolis educational zone.

There were twelve (12) junior secondary schools with a total number of twenty

thousand and fifteen eight students (20,015), as obtained from the Katsina zonal

Education.

3.1 Population of the study

S/N SCHOOL POPULATION

1 Government College, Katsina (GCK) 1514
2 Government Girls College, Katsina (GGCK) 1757
3 SUNCAIS (ATC) 1051
4 G.D.S.S Kofar Kaura 1542
5 G.D.S.S Kofar Yandaka 2927
6 Government College, Katsina Pilot (GCKP) 557
7 Katsina College Katsina (KCK) 1423
8 G.D.S.S Dutsin Safe 762
9 Family Support Senior 151
10 G.S.S. Kambarawa 665
11 Government Secondary for the Blind 130
12 G.P.S.S K/Sauri 705
Total 11,754
Source: Katsina State Educational Zone

39
3.4.1 Sample Size

A sample size of one hundred and fifty two (150) was being selected from a total

population of two hundred and twenty four (224). A sample size is based on the

recommendation of research adviser table for determining samples size.

3.4.2 Sample of the population

S/N SCHOOLS SAMPLING

1 Katsina College Katsina (KCK) 7
2 Government College Katsina (Day wing) 39
3 Government Senior Secondary School (K/Kaura 44
4 Government Day Senior Secondary School (K/Yandaka) 25
5 Sir Usman College of Arabic and Islamic Studies (SUNAIS) 35
Total 150

3.4.2 Sampling Techniques

The sampling techniques of this research work for obtaining good required

information or feedback consist of randomly selection of five (5) junior secondary

school in different places within Katsina metropolis of respectively who

represented the metropolis.

3.5 Instrument for Data Collection

A total questionnaire instrument titled “integration of Islamic education

with science and technology in junior secondary schools of Katsina metropolis”.

The questionnaire was used because study was a survey research and where

questionnaire structured in such a way that respondent could express their opinion

40
about the integration of Islamic education with science and technology in their

respective schools. The administration of the questionnaire was face to face

interaction without any time unit but the respondents were advice the students to

complete and return their questionnaire immediately top, to ascertain also used in

this research work as well as observation to help in finding research.

3.5.1 Scoring Procedure

The researcher using a tables to represent the data secured from the respondents,

the options used to determine the scoring are the agreed, strongly agreed and

disagreed in which the researcher has calculated the response of the respondents

in order to find out the scores which lead to find out the percentage of each option.

3.5.2 Validity and Reliability of the Instrument

For the validity the questionnaires were given to various experts for validation

and their criticisms were noted and corrected. The instrument was given to the

supervisor in which necessary correction were again made. There by validating

the instrument. A reliable instrument is one that gives consistent results. A test-

retest procedure was used to test for reliability of the questionnaire. The

researcher carried out the same study twice, with the same respondents, using

the same instruments, at two different times. The questionnaires were

administered to the students in the selected schools.

3.7 Procedure for Data Collection

41
The data would be collected through the structured questionnaire by the

researchers themselves by face-to-face contact. The respondents were served the

questionnaires and where they need clarification, the researchers took time to

explain to them. A total of one hundred and fifty (150) copies of questionnaires

would be administered to the respondents. The questionnaires would be collected

immediately after the needed information was filled in the required spaces

provided.

3.8 Method for Data Analysis

The method for data analysis used and considered was through the questionnaire

administered on the groups of respondents involved such as the teacher and the

students, using to represent the data secured then analyzed it based on the options

responded. And those options used are agreed, strongly agreed and disagreed

option in which the researcher has calculated the responses of the respondents to

find out the percentages of each option. That is he used tables, frequencies and

percentage.

42
 CHAPTER FOUR:

DATA PRESENTATION AND ANALYSIS

4.0 Introduction

This research work examined “integration of Islamic education with science and

technology in junior secondary schools of Katsina metropolis”, in this regards

that this chapter presents and analysis the data obtained. The questionnaires were

used in process of the data collection which were basically focused on the

identified variables of the study. Therefore, wherever possible, the student’s

responses were presented and analyzed simultaneously. Simple percentages were

used in the presentation then analysis and discussion on the subject responses was

made.

4.1 Data Presentation

The various data obtained were responded by the students which were presented

in this chapter in order to make analysis of the responded data.

4.2 Data Analysis

43
After presentation an analysis was made by calculating the parentage and

preferring the highest quantity and made on final comment on a specific finding

or questions as follows:

Question One: Islam encourage Muslims to pursue knowledge and to use their

knowledge to benefit others?

Table 1:

Variables Response Percentage %

Strongly agreed 84 56%
Agreed 66 44%
Disagreed 0 0%
Strongly Disagreed 0 0%
Total 150 100%

In the analyzing the above data collected and presented from the question has

clearly indicated that those who supported the strongly agreed option which says

Islam encourage Muslims to pursue knowledge and to use their knowledge to

benefit others are 56%, then 44% are those who agreed and it only 0% are those

who disagreed and strongly disagreed over the matter. Therefore the statement is

true.

Question Two: Science and technology has been used to improve the lives of

Muslims around the world?

Table 2:
44
 Variables Response Percentage %
Strongly agreed 77 51.33%
Agreed 29 19.33%
Disagreed 20 13.34%
Strongly Disagreed 24 16%
Total 150 100%

Therefore, question two and table two has shown that 51.33% are those who

supported the strongly agreed option which says science and technology has been

used to improve the lives of Muslims around the world, 19.33% are those who

agreed and its only 29.34% are the disagreed and strongly disagreed supporters

over the above issue stated. Therefore the statement is true.

Question 3: Muslims face opportunities using science and technology to promote

Islamic values?

Table 3:

Variables Response Percentage %

Strongly agreed 42 28%
Agreed 38 25.33%
Disagreed 30 20%
Strongly Disagreed 40 26.67%
Total 150 100%

45
It is clearly presented that 28% are those who strongly agreed that the Muslims

face opportunities using science and technology to promote Islamic values,

25.33% are those who agreed while 46.67% are the disagreed and strongly

disagreed supporters of the above mentioned. Therefore the statement is true.

Question 4: Teacher’s shows a challenges teaching Islamic education in the

context of science and technology?

Table 4:

Variables Response Percentage %

Strongly agreed 29 19.33%
Agreed 22 14.67%
Disagreed 39 26%
Strongly Disagreed 60 40%
Total 150 100%

From the above presented data collected it is shown that 19.33% are those who

strongly agreed affirmatively on the question which says teacher’s shows a

challenges teaching Islamic education in the context of science and technology

14.67% are those whose agreed and then 66% are referred to those who strongly

disagreed and disagreed over the matter. Therefore the statement is not true.

Question 5: Teacher’s shows an opportunities teaching Islamic education in the

context of science and technology?

Table 5:
46
 Variables Response Percentage %
Strongly agreed 42 28%
Agreed 40 26.67%
Disagreed 30 20%
Strongly Disagreed 38 25.33%
Total 150 100%

Subsequently, the data received from questioned five and presented it in the above

table indicated that 28% are those who strongly agreed on the issue which says

“Teacher’s shows an opportunities teaching Islamic education in the context of

science and technology” while 26.67% are those who strongly agreed and 45.33%

are the disagreed and strongly disagreed supporters. Therefore the statement is

true.

Question 6: Does science and technology curriculum in your school incorporate

Islamic teachings?

Table 6:

Variables Response Percentage %

Strongly agreed 12 8%
Agreed 40 26.67%
Disagreed 60 40%
Strongly Disagreed 38 25.33%
Total 150 100%

47
The data presented above in the table shows that 8% are those who strongly

agreed that Does science and technology curriculum in your school incorporate

Islamic teachings, but 26.67% are the agreed supporters while it is 65.33% are

the are those who disagreed and strongly disagreed over the issue. Therefore the

statement is not true.

Question 7: Does students of different religions feel included and respected in

Islamic education classes?

Table 7:

Variables Response Percentage %

Strongly agreed 42 28%
Agreed 38 25.33%
Disagreed 30 20%
Strongly Disagreed 40 26.67%
Total 150 100%

The table seven above describes that 28% are those who strongly agreed on the

issue which says “Does students of different religions feel included and respected

in Islamic education classes”, but 25.33% are the agreed supporters while 46.67%

those who disagreed and strongly disagreed over the matter. Therefore the

statement is true.

Question 8: Students benefit from learning about Islamic teachings in addition

to standard academic subjects?

48
Table 8:

Variables Response Percentage %

Strongly agreed 62 41.33%
Agreed 40 26.67%
Disagreed 30 20%
Strongly Disagreed 18 12%
Total 150 100%

The table eight data presented shown 41% are those who agreed on the issue

which says “Students benefit from learning about Islamic teachings in addition to

standard academic subjects”, but 26.67% are the strongly agreed supporters while

32% are those who disagreed and strongly disagreed over the matter. Therefore

the statement is not true.

Question 9: Islamic Education teaches ethical and moral considerations that

Muslims should keep in mind when developing and using new technologies?

Table 9:

Variables Response Percentage %

Strongly agreed 52 34.66%
Agreed 60 40%
Disagreed 20 13.33%
Strongly Disagreed 18 12%
Total 150 100%

49
From the above data gained and presented into the table has indicated that 34.66%

are those who strongly agreed on the issue which says “Islamic Education teaches

ethical and moral considerations that Muslims should keep in mind when

developing and using new technologies?” 40% are agreed supporters while

25.33% are disagreed and strongly disagreed. Therefore the statement is true.

Question 10: Your school provide Islamic education in the context of science

and technology?

Table 10:

Variables Response Percentage %

Strongly agreed 12 8%
Agreed 40 26.67%
Disagreed 60 40%
Strongly Disagreed 38 25.33%
Total 150 100%

The data presented above shown 8% are those who strongly agreed on the issue

which says “Your school provide Islamic education in the context of science and

technology”, but 26.67% are agreed supporters while 65.33% are the disagreed

and strongly disagreed. Therefore the statement is not true.

Question 11: Student will benefit the integration of Islamic education with

science and technology education?

Table 11:
50
 Variables Response Percentage %
Strongly agreed 82 54.66%
Agreed 40 26.67%
Disagreed 20 13.33%
Strongly Disagreed 8 5.33%
Total 150 100%

The above data gained and presented into the table has indicated, 54.66% are

those who strongly agreed on the issue which says “Student will benefit the

integration of Islamic education with science and technology education”, 26.67%

are the agreed, but 18.66% are those who disagreed and strongly disagreed in

totality about the matter. Therefore the statement is true.

Question12: Teaching materials are needed to support the integration of Islamic

education with science and technology education in your schools?

Table 12:

Variables Response Percentage %

Strongly agreed 62 41.33%
Agreed 81 54%
Disagreed 5 3.33%
Strongly Disagreed 2 1.34%
Total 150 100%

From the above data shown that 41.33% are those who strongly agreed on

the issue which says “Teaching materials are needed to support the integration of
51
Islamic education with science and technology education in your schools while

54% are those who agreed, but 4.67% are those who disagreed and strongly

disagreed in totality about the matter. Therefore the statement is true.

Question Thirteen: Teachers needs to be train on how to integrate Islamic

education with science and technology education?

Table Thirteen:

Variables Response Percentage %

Strongly agreed 40 26.67%
Agreed 39 26%
Disagreed 21 14%
Strongly Disagreed 50 33.33%
Total 150 100%

In analyzing the above data gained and presented in the table has clearly

indicating that 26.67% are those who strongly agreed that Teachers needs to be

train on how to integrate Islamic education with science and technology

education, 26% are the strongly agreed supporters, while 47.33% are those who

have strongly disagreed and disagreed over the issue above. Therefore the

statement it is true.

Question Fourteen: Developing an integration model of Islamic education

would eradicates the scientific dichotomy between science and religion?

Table Fourteen (14):

52
 Variables Response Percentage %
Strongly agreed 82 54.66%
Agreed 40 26.67%
Disagreed 20 13.33%
Strongly Disagreed 8 5.34%
Total 150 100%
From the above data collected and presented in the table has indicated that

54.66% are those who strongly agreed on the issue which says ‘Developing an

integration model of Islamic education would eradicates the scientific dichotomy

between sciences’, but 26.67 are the strongly agreed while 18.67% are those who

disagreed and strongly disagreed. Therefore statement it is true.

Question Fifteen: There’s a need to encourage the engagement of religious

scholars in higher religious education?

Table Fifteen (15):

Variables Response Percentage %

Strongly agreed 69 46%
Agreed 68 45.33%
Disagreed 5 3.33%
Strongly Disagreed 8 5.34%
Total 150 100%

From the above data collected and presented in the table has indicated that

46% are those who strongly agreed on the issue which says ‘There’s a need to

53
encourage the engagement of religious scholars in higher religious education’,

but 45.33% are the agreed while 8.67% are those who disagreed and strongly

disagreed. Therefore statement it is true.

Question Sixteen: Ministry of education curriculum should integrates Islamic

education with science and technology in a meaningful and easily understandable

way?

Table 16:

Variables Response Percentage %

Strongly agreed 80 53.33%
Agreed 51 34%
Disagreed 10 6.67%
Strongly Disagreed 9 6%
Total 150 100%

From the above data shown that 53.33% are those who strongly agreed on

the issue which says “Ministry of education curriculum should integrates Islamic

education with science and technology in a meaningful and easily understandable

way’, while 34% are those who agreed, but 12.67% are those who disagreed and

strongly disagreed in totality about the matter. Therefore the statement is true.

4.2.1 Answer to Research Questions

54
The responses obtained from the respondents on the questions presented to them

through questionnaires on the research questions. Almost all the questions

responses found the effects as the percentage shown.

4.2.2 Hypothesis Testing

The assumptions made about the integration of Islamic education with science

and technology in junior secondary schools of Katsina metropolis.

The hypotheses were tested presenting questions to the respondents to hear

about their opinions, almost all the responses show the effect. Thus there is

significance relationship between the hypothesis I made and the responses I

obtained through questionnaire.

4.3 Summary of Findings

In the research questionnaires were raised all aimed at collecting the information

on the integration of Islamic education with science and technology in junior

secondary schools of Katsina metropolis.

56% of the respondents are strongly agreed that Islam encourage Muslims

to pursue knowledge and to use their knowledge to benefit others, but 44% are

those who agreed while 0% are those who disagreed over the issue. This shows

that my assumption that Islamic Education as a very significant is true result of

the information gathered from the respondents of the questionnaire.

55
 This shows that my assumption is true as a result of the information

obtained from the respondents through questionnaire.

51.33% of the respondents are strongly agreed that Science and technology

has been used to improve the lives of Muslims around the world, 19.33% are the

agreed while 29.34% are those who strongly disagreed and disgareed over the

matter.

This shows that the assumption about the above matter is true as a result of

information acquired from the respondents of questionnaire.

28% of the respondents are strongly agreed that Muslims face opportunities

using science and technology to promote Islamic values, 25.33 are the strongly

agreed while 46.67% are the strongly disagreed and disagreed supporters over the

issue.

This shows that the assumption about the issue above is also true as a result

information collected from the respondents of questionnaire.

19.33% of the respondents are strongly agreed on the question which says

teacher’s shows a challenges teaching Islamic education in the context of science

and technology 14.67% are those who’s agreed and then 66% are referred to those

who strongly disagreed and disagreed over the matter.

This shows that my assumption about the above matter is true as a result

of information obtained from the respondents.

56
 8% of the respondents are strongly agreed on the issue which says “Your

school provide Islamic education in the context of science and technology”, but

26.67% are agreed supporters while 65.33% are the disagreed and strongly

disagreed.

This shows that my assumption about the above issue is true as a result of

information obtained from the respondents of questionnaire.

54.66% of the respondents are strongly agreed on the issue “Student will

benefit the integration of Islamic education with science and technology

education”, 26.67% are the agreed, but 18.66% are those who disagreed and

strongly disagreed in totality about the matter..

This shows that my assumption about the above matter is true as a result

of information obtained from the respondents.

41.33% of the respondents are strongly agreed on the issue which says

“Teaching materials are needed to support the integration of Islamic education

with science and technology education in your schools while 54% are those who

agreed, but 4.67% are those who disagreed and strongly disagreed in totality

about the matter.

On the students response 26.67% are strongly agreed that Teachers needs

to be train on how to integrate Islamic education with science and technology

57
education, 26% are the strongly agreed supporters, while 47.33% are those who

have strongly disagreed and disagreed over the issue above.

This shows that my assumption about the matter above is true as a result

of information obtained from the respondent.

54.66% of the respondents strongly agreed on the issue which says

‘Developing an integration model of Islamic education would eradicates the

scientific dichotomy between sciences’, but 26.67 are the strongly agreed while

18.67% are those who disagreed and strongly disagreed.

This shows that my assumption about the issue is false as a result of

information obtained from the respondent.

46% of the respondents are strongly agreed on the issue which says

‘There’s a need to encourage the engagement of religious scholars in higher

religious education’, but 45.33% are the agreed while 8.67% are those who

disagreed and strongly disagreed.

This shows that my assumption about the matter above is true as a result

of information obtained from the respondents.

53.33% of the respondents are strongly agreed on the issue which says

“Ministry of education curriculum should integrates Islamic education with

science and technology in a meaningful and easily understandable way’, while

58
34% are those who agreed, but 12.67% are those who disagreed and strongly

disagreed in totality about the matter.

This shows that my assumption about the matter above is true as a result

of information obtained from the respondents.

4.4 Discussion

From the above result findings in the questionnaire that were administrated by

the researcher and responded by the participant involves where the integration of

Islamic education with science and technology in junior secondary schools of

Katsina metropolis 100% have agreed that Islam encourage Muslims to pursue

knowledge and to use their knowledge to benefit others. It is indicated in table 2

clearly that about 70.66% of respondents are agreed that Science and technology

has been used to improve the lives of Muslims around the world. It was stated

that in question 3 about 53.33% of the respondents have agreed Muslims face

opportunities using science and technology to promote Islamic values strongly

agreed upon the motion, in other words, it is put into consideration whereby from

the information secured. There are no effects and the obstacles observed from the

result findings obtained by the researcher in the research work undertaken but

those, constraints may not hinder the achievements behind integration of Islamic

education with science and technology in junior secondary schools of katsina

metropolis.

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 CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATION
5.1 Introduction

This chapter basically presents the summary of the findings, conclusion drown

and recommendations made by the researcher.

1.2 Summary

Considering the research work undertaken by the researcher in the previous

chapters, different items were discussed which well be summarized below:

In chapter one, items like background of the study, statement of the

problem, objectives of the study, research questions, and Research hypotheses,

significance of the study and scope delamination of the study and operational

definition of terms were all discussed extensively by the researcher in the work.

In chapter two, sub headings like the objectives of the junior secondary

schools, understanding the integration of Islamic education and science in junior

secondary schools, science and technology, Islamic education, integration of

Islamic education into science and technology and the impact of Islamic

60
education on science and technology, Literature reviewed by the researcher in the

research projects under taken.

Therefore, in Chapter Three, items such as the research design, population

and of the study, sample size and sample technique, data collection instruments,

scoring procedure for data collection, and procedure for data analysis were all

elaborated in the research work. Meanwhile in the Chapter four, the various

information obtained from different participants were logically presented into the

tables, analyzed them, answer to questions, hypothesis testing, summary of

findings as well as discussions of findings by the researcher all in the work

undertaken.

5.2 Conclusion

In conclusion with reference to the researcher’s general expression of overview

points through this research work executed. I hereby describing the integration of

Islamic education with science and technology. Thus, by knowing and

contemplating the various existence of regularities and natural phenomena, it will

cause have faith, piety, and spiritual awareness in the human souls that how little

human beings and how great Allah as Integration of Islamic education the creator

of the universe and all its contents.

In addition, Al Quran also gives guidance to the human life in order to be

a pious man who can survive and safe, it contains much scientific information.

Although the Qur'an is not a book of science and technology, it contains much

61
scientific and technological information, but it only states the very important parts

of principle from the intended sciences and technology. The Qur'an also

encourages Muslims to study, investigate and analyze Allah's creations.

By the integration of Islamic education with science and technology, it is

hoped that the learning will be more meaningful and easily understandable.

Therefore the goal of Islamic education in directing students to know, understand,

contemplate, believe, be piety, and have noble character in implementing the

Islamic teachings from the main source of the holy book Al-Quran and Al-Hadith,

through teaching guidance, the training, and the use of experience can be

accomplished.

The key in controlling and restoring science and technology to its original

position, namely: amar ma'ruf, nahi munkar, and believe in Allah.

The result findings shows that the students shows that Teacher’s shows no

challenges in teaching Islamic education in the context of science and technology

with 66%.

5.3 Recommendation

From the findings, recorded by this research the following recommendations are

hereby presented as follows;

1. The Ministry of Education should provide teachers with professional

development opportunities on how to integrate Islamic education with science

62
and technology education. These professional development programs should

teach teachers about the different approaches to integration, as well as the best

practices for teaching Islamic education in the context of science and technology.

2. The Katsina State Ministry of Education should develop a cross-curricular

curriculum that integrates Islamic education with science and technology

education. This curriculum should be developed by a team of experts in Islamic

education, science education, and technology education

3. The parents/guardians and community are urge to strictly adhere to

involvement in the integration of Islamic education with science and technology

education. This could be done by holding workshops and seminars for parents

and community members, and by involving them in the development of the

curriculum and teaching resources.

4. The NGO’s and other stakeholders should adequately provide the schools with

the necessary funding and resources to implement the integration of Islamic

education with science and technology education. This includes funding for

teacher training, curriculum development, and the purchase of teaching resources.

5. More so, the parent/guardians should be guide their children and showing them

the important of their religion and serving their Lord through education.

63
References

A. Qodri Azizy. (2014). Management Process in Educational Organization.

Owerri: M Cajac Publication.

Abdurrahman R Effandi and Gina P (2017). Introduction to Educational

Administration, Boston: Allyn and Bacon, Inc.

Ahmad, D. Marimba. (2017). Professional Handbook for Teachers. Owerri: New

African Publishers Company Ltd.

Bandung: Integration of Islamic education... (Bekti Taufiq Ari Nugroho)

Alfabeta.

Brahman (2019). Contemporary Issues in Nigerian Education. Awka: Mekslink

Publishers Nig. Ltd.

Britannica (2022), ‘An Overview of Science and Technology’, online website:

www.britannica.com

Denzin, N.K. (2000). Handbook of Qualitative Research. USA: Sage Publication.

Encyclopedia (2023)

64
Gina P. (2018). The Idea of Nigeria, Guardian Newspaper, 45, Mbang, S. (2002,

August 27). Education for Religious Sects. Vanguard Newspaper, 3.

Hasbullah. (1999). Strategies for Successful Implementation of the Religious

Education Scheme in Nigeria. Journal of Emperical Studies in Psychology
and Education (NJESPE) 1(15) UNIPORT.

Khudori Sholeh. (2007) Educational Planning and National Development. A

Nigerian Perspective. Awka: Mekslink Publishers.

Merriam Webster (2023) ‘Mobile App Dictionary’ Thesaurus.

Miles and Huberman. (1992). Analisis Data Kualitatif. Jakarta: UI-Pers.

Obanya (2012). Metode Penelitian Kualitatif. Bandung: Remaja Rosdakarya.

Puspita (2017). Kamus Pelajar Sekolah Lanjutan Pertama. Jakarta: Pusat Bahasa.

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Madeenah: King Fahd Holy Qur’an Printing Complex, 1405 AH

65
 Appendix
QUESTIONNAIRE
FEDERAL COLLAGE OF EDUCATION KATSINA.
Dear respondents,

I ‘am a student of the Department of Islamic studies of the above address carrying
out a research work title; integration of Islamic education with science and
technology in junior secondary schools of Katsina metropolis.

I ‘am seeking for your assistance by answering the provided questions. I

assured you that your views will be useful to this research work and will be treated
with utmost confidentiality.

Thank you.

SECTION A: PERSONAL DETAILS

School:__________________________________________________________

Age:___________________________Sex:_____________________________

SECTION B: QUESTIONS
Instruction
Please tick () in the boxes provided beside each question below as applied.

66
 Indicate your choice of answers by ticking in the appropriate boxes or briefly
comment where need.
SA= Strongly Agreed A= Agreed D = Disagreed SD = Strongly
Disagreed
S/No Questions SA A D SD
1 Islam encourage Muslims to pursue knowledge and to use
their knowledge to benefit others?
2 Science and technology has been used to improve the lives
of Muslims around the world?
3 Muslims face opportunities using science and technology
to promote Islamic values?
4 Teacher’s shows a challenges teaching Islamic education in
the context of science and technology?
5 Teacher’s shows an opportunities teaching Islamic
education in the context of science and technology?
6 Does science and technology curriculum in your school
incorporate Islamic teachings?
7 Does students of different religions feel included and
respected in Islamic education classes?
8 Students benefit from learning about Islamic teachings in
addition to standard academic subjects?
9 Islamic Education teaches ethical and moral considerations
that Muslims should keep in mind when developing and
using new technologies?
10 Your school provide Islamic education in the context of
science and technology?
11 Student will benefit the integration of Islamic education
with science and technology education?
12 Teaching materials are needed to support the integration of
Islamic education with science and technology education in
your schools?
13 Teachers needs to be train on how to integrate Islamic
education with science and technology education?
14 Developing an integration model of Islamic education
would eradicates the scientific dichotomy between science
and religion?
15 There’s a need to encourage the engagement of religious
scholars in higher religious education
16 Ministry of education curriculum should integrates Islamic
education with science and technology in a meaningful and
easily understandable way?

67
68