Formulation of Educational Framework and Syllabus for Context-Based Scientific-Technical Learning Model Integration within Islamic Schooling System

Abstract

The growing global emphasis on Science, Technology, Engineering, and Mathematics (Scientific-Technical Learning Model learning) education necessitates innovative approaches that align with diverse cultural and religious contexts. Within Islamic societies, the challenge lies in designing an educational framework and syllabus that not only promotes Scientific-Technical Learning Model learning but also resonates with the values, ethics, and intellectual traditions of the Islamic education system. This study explores the formulation of a contextualized framework that integrates Scientific-Technical Learning Model learning disciplines into Islamic schooling, aiming to bridge the gap between modern scientific inquiry and religious pedagogy. The proposed model emphasizes contextual learning, where Scientific-Technical Learning Model learning concepts are taught through real-life applications relevant to students’ socio-cultural and religious environments. By embedding Islamic ethical principles, historical contributions of Muslim scholars, and Quranic perspectives on knowledge and creation, the framework seeks to foster holistic development. The syllabus design encourages inquiry-based learning, critical thinking, creativity, and problem-solving skills, while simultaneously reinforcing moral responsibility and spiritual consciousness. Methodologically, the study employs a qualitative approach, analyzing curriculum standards, Islamic educational philosophies, and global Scientific-Technical Learning Model learning best practices. The findings highlight that contextualized Scientific-Technical Learning Model learning integration not only enhances scientific literacy but also nurtures values-driven leadership, innovation, and community service. Furthermore, this approach addresses the perceived dichotomy between religious and secular knowledge, promoting harmony and relevance in contemporary education. The research concludes that a well-formulated contextualized Scientific-Technical Learning Model learning framework within Islamic schooling has the potential to empower learners with 21st-century competencies while remaining deeply rooted in their religious and cultural identity. Such an integration redefines Islamic education as a dynamic system capable of producing graduates who are both scientifically proficient and ethically grounded, thereby contributing to the advancement of Muslim societies in the modern world.