This study aims to examine the effect of the I-SETS approach (Islamic–Science, Environment, Technology, Society) on primary school students’ science learning outcomes. The study was motivated by the need for science instruction that is more contextual, meaningful, and capable of connecting scientific concepts with Islamic values, environmental issues, technological experiences, and students’ social realities. A quantitative method with a quasi-experimental design was employed, involving two classes: one experimental class taught using the I-SETS approach and one control class taught through conventional instruction. Data were collected through pre-tests and post-tests, supported by classroom observations and student response questionnaires. Statistical analyses were conducted to compare learning outcomes between the two groups. The results indicate that the experimental class achieved a much higher post-test score compared to the control class. Statistical testing revealed a highly significant difference between the groups, and the effect size demonstrated a very strong impact of the I-SETS approach on students’ understanding of changes in the state of matter. The findings highlight that integrating Islamic values, scientific concepts, environmental phenomena, technology, and social contexts creates more meaningful learning experiences and enhances students’ cognitive, emotional, and spiritual engagement. The study concludes that the I-SETS approach offers a strategic alternative for improving science learning quality in primary schools, particularly in Islamic educational settings. Further research is recommended to apply this approach to other topics and with broader experimental designs to strengthen the evidence.
Nugroho et al. (Tue,) studied this question.