The Effect of A Qur'an-Integrated Solar System Science Module Through the Teaching at the Right Level (TaRL) Approach on Elementary School Students' Religious Attitudes
Keywords:
Qur'an-integrated science learning, Teaching at the Right Level, religious attitudesAbstract
Elementary science instruction is often oriented toward concept mastery, with limited attention to how content can support students' religious attitudes, particularly in Islamic elementary schools where religious and general science instruction remain separated. This study examined the effect of a Qur'an-integrated Solar System science module, delivered through a Teaching at the Right Level (TaRL) approach, on the religious attitudes of elementary school students. A quasi-experimental, nonequivalent control group, pretest-posttest design was used, involving 54 fourth-grade students at SD Negeri Salebu 05, divided into an experimental group (n = 28) and a control group (n = 28). Religious attitudes were measured using a 20-item Likert-scale questionnaire (Cronbach's alpha = 0.93). The experimental group's mean score increased from 64.36 to 83.71, compared with 65.53 to 71.21 in the control group. The independent-samples t-test showed a statistically significant difference at posttest, t(63.66) = 12.16, p < .001, with a very large effect size (Cohen's d approximately 2.99), and a medium-category N-Gain (0.54) versus a low-category N-Gain (0.15) in the control group. These findings indicate that pairing Qur'anic value integration with level-responsive instructional delivery offers a more effective pathway for religious-attitude development than uniform, non-differentiated instruction alone.
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