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August 22, 2025Open Access

Reconstruction of the Integrative Learning Model in the Al-Islam and Kemuhammadiyahan Course with Psychology at the Faculty of Psychology Universitas Muhammadiyah Surabaya

Key Points

The developed integrative learning model effectively combines Islamic values with psychology, enriching understanding.
Results indicate enhanced moral character and active participation among Generation Z students through innovative teaching methods.
The research employs a Research and Development approach, adapting the ADDIE model to redesign the AIK curriculum.
Findings support that integrating religion with science can improve higher education's quality and relevance.

Abstract

The 21st century, as an era of globalization and digital transformation, brings new challenges to the field of education, including the teaching of religious values in higher education. This knowledge era presents increasingly complex demands and requires adjustments to existing learning patterns. One of the biggest challenges is how to integrate religious knowledge with general knowledge, especially in the context of higher education. This study aims to describe and analyze the effectiveness of reconstructing an integrative learning model in the Al-Islam and Kemuhammadiyahan (AIK) course with Psychology at the Faculty of Psychology, Universitas Muhammadiyah Surabaya. The learning model developed in this research uses a Research and Development (R&D) approach, adapting the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Through these stages, the AIK curriculum is redesigned to meet the needs of Generation Z students, who tend to prefer visual, contextual, and experience-based learning methods. The results show that the developed integrative learning model successfully connects Islamic values with psychology in an applied manner, enriching students' academic understanding. Moreover, this model proves effective in enhancing students' moral and ethical character and encourages active participation through the application of Student-Centered Learning (SCL), Project-Based Learning (PjBL), and the use of Student Worksheets (LKM). By combining a constructivist approach and digital technology, this model creates meaningful and relevant learning experiences for students in the digital era. These findings indicate that the integration of religion and science can provide solutions to improve the quality of education in higher education and help students connect the knowledge learned with real-life situations.

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