Internalizing Fathonah Character in Critical Reasoning: A Case Study of Islamic Values Integration in Science and Social Studies
Abstract
This study aims to analyze the internalization of the fathonah (intellectual excellence) character in strengthening students' critical reasoning through the reconstruction of the discovery learning model within Natural and Social Sciences (IPAS) instruction at Al-Uswah Nature Integrated Islamic Elementary School (SDIT), Pasuruan. Primary education currently faces the challenge of cognitive disruption due to the massive influx of unverified information, necessitating the reinforcement of high-integrity critical reasoning. This research employed a qualitative case study design, with data collected through observation, interviews, and documentation involving fourth-grade teachers and students. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, conducted simultaneously through data condensation, data display, and conclusion drawing. To ensure data trustworthiness, technical triangulation, prolonged engagement, and peer debriefing were utilized. The research findings reveal that the internalization of prophetic values successfully transformed mechanistic cognitive procedures into transcendental learning experiences through the reconstruction of a five-phase syntax: (1) stimulation as initial tafakkur (reflection); (2) data collection as scientific amanah (trustworthiness); (3) data processing as a manifestation of itqan (precision/excellence); (4) verification as an act of theological tabayyun (validation); and (5) generalization as the formulation of hikmah (wisdom). The synthesis between fathonah values and Vygotsky’s Social Constructivism generates a "character ecosystem" where the scaffolding process provides not only cognitive support but also axiological assistance through the shared language of the classroom community. Students' critical reasoning is no longer value-free; instead, it transforms into high-integrity reasoning capable of filtering intellectual hoaxes. Theoretically, this study contributes to the Prophetic Constructivism model, while practically offering a non-dichotomous curriculum prototype that aligns global science competency standards with spiritual identity. This model positions character as the soul of the entire intellectual process in navigating the post-truth era.
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