Holistic Learning through Qurʾānic-Integrated STEM: Innovations in Early Childhood Pedagogy
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Keywords:
Qurʾānic-integrated STEM;, early childhood education;, Islamic pedagogy;
Abstract
This study offers a critical investigation into the epistemic and developmental implications of Qurʾānic-integrated STEM pedagogy within holistic early childhood education, as enacted in Indonesian Muslim community-based institutions. Confronting the persistent lacuna between secular STEM initiatives and culturally embedded educational imperatives, the research pursues a nuanced empirical exploration of how educators operationalize Islamic ethical and ontological constructs-rooted in Qurʾānic revelation and Islamic philosophical tradition-within science, technology, engineering, and mathematics curricula. Utilizing a qualitative phenomenological framework, the study sampled thirty-five female educators across institutional variations, employing semi-structured interviews, systematic document analysis, and non-participant classroom observations to triangulate data. Thematic analysis, conducted through iterative coding, elucidated five advanced pedagogical strategies: ritual epistemic framing, scriptural exegesis within scientific dialogue, inquiry-driven didactics, adab-infused socialization, and contemplative synthesis, each representing a locus for epistemological integration between empirical inquiry and spiritual cultivation. Empirical mapping of seven STEM activities revealed intentional alignment with Qurʾānic virtues-syukur (gratitude), amanah (accountability), khalifah (stewardship)-demonstrating their transformative agency across cognitive, psychomotor, spiritual-moral, socio-emotional, and environmental domains of child development. Synthesis of observational and participant narratives substantiated salient advances in learners’ scientific reasoning, metacognitive self-awareness, spiritual affectivity, communal solidarity, and environmental stewardship. These findings decisively extend the scholarly discourse by evidencing that Qurʾānic-integrated STEM environments do not merely impart scientific literacy, but foster learners marked by profound ethical orientation and ecological consciousness.
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References
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De Loof, H., Boeve-De Pauw, J., & Van Petegem, P. (2022). Integrated STEM Education: The Effects of a Long-Term Intervention on Students’ Cognitive Performance. European Journal of STEM Education, 7(1). https://doi.org/10.20897/ejsteme/12738
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Dostain, D. A., Alizai, D. S. H., & Kasi, D. A. M. (2022). EVALUATE THE LIVESTOCK ROLE FOR POVERTY REDUCTION IN SELECTED DISTRICTS OF BALOCHISTAN PROVINCE. Pakistan Journal of International Affairs, 5(3). https://doi.org/10.52337/pjia.v5i3.732
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Ha, V. T., Hai, B. M., Mai, D. T. T., & Van Hanh, N. (2023). Preschool STEM Activities and Associated Outcomes: A Scoping Review. International Journal of Engineering Pedagogy, 13(8), 100–116. https://doi.org/10.3991/ijep.v13i8.42177
Hadi, S., Affani, S., & Al-Akiti, M. A. (2024). The Challenge of Integrating Science and Religion in Indonesia and Malaysia. Teosofi: Jurnal Tasawuf Dan Pemikiran Islam, 14(1), 96–122. https://doi.org/10.15642/teosofi.2024.14.1.96-122
Idris, W. I. S. (2025). Design and evaluation of M-Kids Mobile Applications for Islamic preschoolers in Malaysia: Employing design-based research. In Global Perspectives and Implementations of Design-Based Research (pp. 275–306). https://doi.org/10.4018/979-8-3373-2086-1.ch009
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