Bridging Spiritual and Social Dimensions in Biology Education: A Needs Analysis for the Developing STILL-aLI Model
DOI:
https://doi.org/10.59175/pijed.v4i2.819Keywords:
Learning Islam, Learning Society, Model STILL-aLIAbstract
This study examines the integration of the Learning Society and Learning Islam paradigms within biology learning as an empirical foundation for developing the STILL-aLI model (Stimulating, Thinking, Investigating, Listing & Reporting, Learning Society, Learning Islam). A descriptive quantitative survey design was employed involving 50 Biology Education students and five lecturers from UIN Alauddin Makassar. Data were collected through mixed format questionnaires and open-ended responses and analyzed descriptively. The results show that only 36% of students had participated in community-service–based learning, and 64% of lecturers had not yet integrated such activities into their courses. The integration of Islamic knowledge was most evident in the learning atmosphere (64%) and content (62%), yet remained limited in learning models (22%) and instructional media (16%). The study’s novelty lies in articulating a pedagogical framework that simultaneously incorporates spiritual ethical Islamic values and community-oriented collaborative learning two dimensions that have been largely treated separately in previous biology education research. Practically, the findings underscore the need for contextual, value-integrated biology instruction that strengthens students’ critical thinking, creative thinking, communication, collaboration, and digital literacy. Overall, this study provides an empirical basis for the development of the STILL-aLI model as an innovative, holistic, and culturally grounded approach to biology education in Islamic higher education institutions.
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Copyright (c) 2025 Ahmad Ali, Muhiddin Palennari, Abd. Muis, Nurhayati B, Yusminah Hala
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