STUDENT’S SELF

(1)

52 STUDENT’S SELF-EFFICACY IN INTEGRATING ISLAMIC AND

SCIENTIFIC KNOWLEDGE: AN ANALYTICAL STUDY

Nur Fazwanis Othman

Faculty of Quranic and Sunnah Studies, Universiti Sains Islam Malaysia, 71800 Nilai, Negeri Sembilan, Malaysia.

[email protected] Syed Najihuddin Syed Hassan

[email protected] Robiatul Adawiyah Mohd @ Amat

[email protected]

ABSTRACT

This research aims at investigating a correlation between self-efficacy as an independent variable that associates with the integration of knowledge propounded by prominent scholars such as Al-Ghazali and Al-Alwani and aligns with the other variables which are Islamization of knowledge, the GIINA Model, and the integration skills in general. Yet, the integration of knowledge is well-known as an integrated curriculum that promotes multi-disciplinary in academic settings. Being a mixed- method in nature, this research adopts both qualitative and quantitative methods, as both methods are complementary to educational research. Significantly, the use of a semi-structured interview among the experts resulted in developing a skill set that enhances the application of the integration of knowledge in life. The experts suggested some important skills that need to be mastered by students such as a clear understanding of the Naqli and Aqli knowledge, the understanding of the methodology of revelation (wahyu) and methodology of natural sciences, the understanding of two readings which are reading of the Qur’an and the created universe, the unifying themes of the Qur’an, the bilingual proficiencies, memorization, and the internalization aspect. Under the vision promoted by USIM in producing a holistic, balanced, and entrepreneurial graduate, this study highlights the significance of emphasizing the skills needed in integrating Islamic and Scientific knowledge.

Keywords: self-efficacy, integration of knowledge, Islamization, integration skills

(2)

53 INTRODUCTION

Today, the education system incorporates dualism concepts that integrate worldly knowledge with Islamic knowledge, as Abdullah et. al (2018) argued. It is consistent with the views of Islamic scholars such as Al-Ghazali and Al-Alwani on the integration of knowledge. In the sense of education, an integrated framework has arisen in some tertiary institutions in which Islamic education and modern knowledge are combined such as Universiti Sains Islam Malaysia (USIM). Besides, self-efficiency has been identified as a significant predictor important to social psychological research as it impacts people's lives, both physically and psychologically, which asserted by Bandura (1986). Additionally, Toharudin et. al (2019) pointed that self-efficacy and self-regulation are essential to student's learning. In accordance with the 2015-2025 Malaysia Education Blueprint (Higher Education) and the National Education Strategy, USIM has implemented the Model of Graduate in Integration of Naqli and Aqli Knowledge which emphasizes holistic, balanced, and entrepreneurial components. Nevertheless, the researcher described the void in this study as a lack of skill set to integrate Islamic and Scientific knowledge.

LITERATURE REVIEW Self-Efficacy

The researcher highlighted the importance of self-efficacy among students as an independent variable in the integration of Islamic and Scientific knowledge. The fundamental of self-efficacy is assumed to have a connection with a solid iman (faith) as Tekke et. al (2016). They argued that the focus on faith, which means “Iman”, is on Muslim self-striving and virtuosity of Muslims as an indication of the practice of religion. This is supported by a dissertation made by Jaafar et. al (2016) which the belief illustrated as the potential to accomplish a single task or encounter some challenges.

Integration of Knowledge

The integration of knowledge is becoming a mainstream thing in education settings in Malaysia.In this study, the researcher stressed the views of Al-Ghazali and Al-Alwani. A holistic approach in education between revealed knowledge and contemporary science can be incorporated by the integration of Islamic and Scientific as claimed by Ibrahim et. al (2017). Integration that illustrated in Al-Mustasfa by Al- Ghazali in Figure 1 as below:

Figure 1: The integration happens between Pure science and Religious science by Al-Ghazali Source: Gilani, S. M. Y., & Islam, T. (2018)

Al-Ghazali discussed the synthesis of the Revealed and Rational Sciences in al-Mustasfa, where the combined form of understanding is the link between pure science and religious philosophy which asserted by Gilani, Islam (2018). This assertion can also be backed by similar work by Sunhaji (2016), as integrated learning can take place through the combination of natural sciences and Islamic religious education. It can be observed that integrated learning contributes to the reconciliation of distinct and fragmented education.

(3)

54 Islamization of knowledge

In explaining the connection with the integration process, the researcher embedded the Islamization of knowledge in this study. Anas et. al (2013) asserted that the interpretation of Islamic knowledge, along with that of the western world, will contribute to the creation of new western knowledge. In accordance with Islamic standards, the introduction of Western knowledge contributes to the proliferation of secular influence in the education system of a country, which in turn contributes to a progressive erosion of the Islamic heritage of society as stated by Anas et. al (2013). According to Al-Faruqi, the theory adopted by the West appears to inspire skepticism and empiricism around the world, it aims to foster rhetoric and an interpretation of meaning, but not of wisdom that mentioned by Sabri et. al (2015) in their research.

Figure 2: The concept of Islamization illustrated by Al-Faruqi

Source: Sabri, W. W., Zuriati, M. R., Tasnim, A. R., & Ahmad, N. A. (2015)

Besides, Sabri et. al (2015) emphasized the value of civilization, the theories of al-Faruqi, the modern Islamic culture and the Islamization of knowledge in their work. Additionally, knowledge is an important and critical part of civilization growth.

Integration skills

The researcher stressed the skills that Al-Alwani had listed in his study. Furthermore, Al-Alwani stresses the need to put to light the "logic" of the Qur'an and what he terms the “cosmic approach of the Qur'an”

that asserted by Gilani and Islam (2018) in Figure 3 below.

(4)

55 Figure 3: The cosmic Qur’anic methodology designated by Al-Alwani

Source: Gilani, S. M. Y., & Islam, T. (2018)

According to Al-Alwani, reading of duo is significant to integrate both Islamic and Scientific knowledge.

Al-Alwani explained the approach used in reading the Divine revelation in Figure 4 below:

Figure 4: The approaches used by Al-Alwani for the reading of the Qur’an Source: Gilani, S. M. Y., & Islam, T. (2018)

RESEARCH METHODOLOGY

This study used a mixed-method analysis approach to address research questions. The tool used by the researcher in this qualitative study was a semi-structured questionnaire. The semi-structured interviews covered a variety of faculties in Universiti Sains Islam Malaysia, such as the Faculty of Qur’anic and Sunnah Studies, the Faculty of Law and Syariah, the Faculty of Science and Technology, and the Faculty of Economics and Muamalat. Meanwhile, the quantitative approach attempted to determine the level of skills needed to integrate Islamic and Scientific knowledge among students. A survey questionnaire was administered between final year students from esteemed faculties such as the Faculty of Qur’anic and Sunah Studies, the Faculty of Shariah and Law, the Faculty of Science and Technology, and the Faculty of Economics and Muamalat to make it multi-disciplinary.

(5)

56 THE EXPERTS’ VIEWS

The researcher used the literature review to create the questions of the interview among the experts. The participants included senior roles, including Dean of the Faculty, and Deputy Dean, Head of Program, and senior lecturers, who were assigned to senior positions at prestigious faculties. In all, there were 8 participants. The findings of the interviews were documented and transcribed and provided with the skills required to integrate Islamic and Scientific knowledge among students. The researcher listed several skills needed as follows:

A clear understanding of the Islamic and Scientific knowledge

Understanding is the most critical aspect of the learning process. The researcher believes that the information input and output is dependent on the level of understanding of the learners. Baba et. Al (2015) concluded in their work that the essence of knowing was better defined by the cycle of thought that included the part of consciousness and the sensation of the heart, which took the entire meaning of the ideas and directed the mind to investigate existence, creation and the unseen forces that eventually brought the Creator near.

A lecturer proclaimed:

“The most important skill is to understand the objective and definition of Islamic and Scientific”.

(FEM)

This statement emphasized by the other lecturer on this requirement:

“The learner should understand what the integration of Islamic and Scientific means.” (FSU) Significantly, a clear understanding of the definition of integration was highly demanded as needed skills for the students to integrate both Islamic and Scientific knowledge.

The understanding of the methodology of revelation (wahyu) and the methodology of natural sciences

The researcher stressed the specific methods used to tackle a variety of information sources. In the study developed by Gilani, Islam (2018), Al-Alwani clarified that a reconsideration of the Islamic tradition needed a critical and theoretical reading at the same time as a reasoning approach could be enriched with an analogy to avoid using the process of total rejection and complete acceptance. Significantly, one lecturer declared:

“In FST, awareness has been developed in the scientific knowledge. Nevertheless, comprehension is essential for the convergence of science and Islamic knowledge. Students will learn the correct verse to relate the facts of science like every discipline of knowledge in the FST has specified in the Quran. For example, Muslim scholars have been involved in the mathematical subject. This kind of information is required to incorporate so that it does not become secularized. Throughout their skills, students can refer to FPQS lecturers or conduct any interviews with other Muslim scholars to validate information or knowledge in their research.” (FST)

(6)

57 The understanding of two readings which are reading of the Qur’an and the created universe The researcher observed that the interpretation of the two readings was consistent with the experts and with the opinion of Al-Alwani. According to Al-Alwani, integration requires the reading of the duo.

Combining the two readings consists of the reading of the Qur’an and the created universe as asserted by Gilani, Islam (2018). A lecturer said:

“Knowledge needed to incorporate Naqli and Aqli is modern science for Aqli, for example, Naqli would be Turath 's knowledge of the Qur’an and Sunnah; Exegesis and Fiqh.” (FPQS)

The Unifying Themes of the Qur’an

The researcher found that the learner should consist an understanding of the unity of the themes of the Qur’an in order to be capable of integrating Islamic and Scientific knowledge. The researcher believed that every chapter of the Qur’an has unique lessons in which the entire substance of the central axis has been swirled around that bridge the opinion of the experts and Alwani. A lecturer said:

“Information is boundless. All is from Allah. Even the matter of mathematics is indeed from Allah, as we are concerned with Allah. Nothing in this world will ever happen except with the approval of Allah.” (FSU)

A lecturer added:

“Throughout integrating Aqli and Naqli, clear comprehension of the Qur’an and Hadith is required. Learning a lot from Kitab Turath that will be a gem of Islamic knowledge.” (FST) The bilingual proficiencies

The researcher found out that the study of revelation could be highly motivational and reveal the understanding that led to encouragement and the achievement of excellence. Mastering both Arabic and English languages is essential for the integration of Islamic and Scientific knowledge. It is one of the key concerns posed by the lecturers on the ability of students to use both languages. A lecturer declared:

“One of the qualities is to provide knowledge where knowledge can be understood. For example, if he/she comes from an Islamic background, the ability needed is to learn the English language.

This will also make it easier for them to deepen the awareness of science and to connect to the subject taught by the lecturers, such as the subject Ulum Qur’an. He/she must grasp the language used by the pieces of science.” (FPQS)

A lecturer said:

“In reality to be an additional skill is to equip students with the Arabic language, because most of the resources come from the Arabic language.” (FSU)

Memorization

The researcher found that to achieve integration, an approach to Sunnah based on the Qur’an methodological perspective should be established. As a result, the living proof of the Qur’anic tradition confirmed by Gilani, Islam (2018), will be seen. A lecturer remarked:

(7)

58

“The real difficulty is to understand, to interpret the meaning of the Qur’an. Reading the Qur’an will be open to everyone. The challenge would be when the lecturers do not come from Islamic history, and they are not the huffaz memorizing the Qur’an.” (FST)

Internalization Aspect

The researcher discovered that internalization may be one of the main factors in the learning process.

The requirement, therefore, demanded that it be practicable to instill moral principles and instruction in the performance of good deeds. At the end of the day, it would enrich the cycle of raising knowledge and willingness as part of the wisdom gained from the experience, thought, and facts that Baba et. al (2015) described. A lecturer claimed:

“There is a need for creativity in the learning and teaching session. The emphasis should not only be on the lecture halls. There are two different ways of communicating between lecturers and students. Students themselves will make the effort to explore knowledge, not just based on the lecturer's notes.The role of lecturers should be played where they serve as facilitators to direct students to pursue information on their own. Problem-based thinking can be extended to the classroom. This program should make it easier for students to discover the problems and find the right solution.” (FSU)

CONCLUSION

In this study, the researcher incorporated all the variables related to the integration of Naqli and Aqli, i.e.

self-efficiency, integration of knowledge in general, Islamization of knowledge, GIINA Model, and integration skills. All the skills were closely linked to the students' self-efficacy that came from inner self-development and consciousness. The students' good confidence and high self-esteem will develop character and personality in advance. The students would then get their proposals without being simply spoon-fed by the lecturers or even the university. The outcome of the results was systematically attempted to resolve the distance found by the researcher.

REFERENCES

Abdullah, H., Mahir, N. A., Mohamed, Y., Ishak, M., & Ngah, E. (2018). An Analysis of The Integration of Naqli And Aqli Elements in The English For Academic Purposes Course: A Case Study In Usim.

Development, 3(14), 102-108.

Anas, N., Alwi, E. A. Z. E., Razali, M. H. H., Subki, R. N., & Bakar, N. A. A. (2013). The integration of knowledge in Islam: Concept and challenges. Global Journal of Human Social Science Linguistics &

Education, 13(10), 51-55.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Baba, S. B., Salleh, M. J., Zayed, T. M., & Harris, R. (2015). A Qur’anic methodology for integrating knowledge and education: Implications for Malaysia’s Islamic education strategy. The American Journal of Islamic Social Sciences, 32(2), 1-30.

Gilani, S. M. Y., & Islam, T. (2018). Approaches to Integration of Knowledge: A Study of Al-Ghazali And Alwani’s Views (Pendekatan ke Arah Mengintegrasikan Ilmu Pengetahuan: Satu Kajian terhadap Pandangan Al-Ghazali dan Alwani). Journal of Islam in Asia, 15(2), 389-410.

(8)

59 Ibrahim, M. A., Mat, S. R., Noor, L. M., & Arifin, A. (2017). The Integration of Naqli And Aqli For Chemistry Course: A Study on Tamhidi Students’expectations. International E-Journal of Advances in Education, 3(9), 476-483

Jaafar, N., Muhamad, N. A., Mohd, R. A., Ghazali, N. M., Sempo, M. W., Hashim, M., Fauzi, N. &

Hassan, S. N. S. (2016). Self-Efficacy from The Quranic Perspective: The Study on Teachers of Islamic Education at National Secondary School in Peninsular Malaysia. Australian Journal of Basic and Applied Sciences, 10(11), 185-192.

Sabri, W. W., Zuriati, M. R., Tasnim, A. R., & Ahmad, N. A. (2015). Islamic Civilization: Its Significance in al-Faruqi's Islamization of Knowledge 1. International Journal of Islamic Thought, 7, 49.

Sunhaji. (2016). The Implementation of Integrated Learning in the Islamic Religion Education to Grow the Religiosity and Faith of Learners. International Journal of Humanities and Social Science. Vol. 6 No 11. November 2016. Indonesia.

Tekke, M., & Ismail, N. A. H. (2016). Discovering the Self in Islam: Self-Striving, Self-Regard, and Self-Neglect.

Toharudin, U., Rahmat, A., & Kurniawan, I. S. (2019). The importance of self-efficacy and self- regulation in learning: How should a student be? JPhCS, 1157(2), 022074