JRFES (Jurnal Riset Fisika Edukasi dan Sains) Vol 9 No 2 (Nov 2022) 86-96

http://ejournal.upgrisba.ac.id/index.php/JRFES

1 JURNAL RISET FISIKA EDUKASI DAN SAINS

Education and Science Physics Journal
E- ISSN : 2503-3425
P- ISSN : 2407-3563

DEVELOPMENT OF GENERAL PHYSICS MODULE INTEGRATED OF QURANIC

VERSES TO DEVELOP THE RELIGIOUS CHARACTER OF STUDENTS
AT ADZKIA UNIVERSITY

Yusmanila *
*Program Studi Pendidikan Fisika,
Universitas Adzkia, Sumatera Barat, Indonesia
yusmanila@adzkia.ac.id

Submitted : 20.11.2022 Reviewed : 25.11.2022 Accepted : 2.12.2022 Available Online : 10.12.2022

https://doi.org/10.22202/jrfes.2022.v9i2.6421

Abstract

Teaching materials in the form of general physics modules integrated with quran verses developed by
lecturers can improve students' religious character. Type of research is development research with Four-
D Model consisting of four main stages, namely: defining, designing, developing, and disseminating. The
instruments used to collect data were expert validation sheets, module implementation observation sheets,
student response questionnaires, and student character assessments. The results of this study showed that
the developed module met the very valid criteria with a validity of 94. The average activity implementation
was 1.57, which means that all activities were carried out properly. Response of student about the module
is known that the average practicality of the module is 91, which means the module is very practical.
student character has an average core of 79 in the good category. Thus, the general physics module has
been developed were valid and practical.

Keywords: Module; Quran Verse; Religius Character

Abstrak

Bahan ajar dalam bentuk modul fisika umum terintegrasi ayat alquran yang dikembangkan dosen
dapat meningkatkan karakter religius mahasiswa. Jenis penilitian ini adalah penelitian
pengembangan dengan model 4-D (Four-D Model) terdiri atas empat tahap utama, yaitu: pendefinisian,
perancangan, pengembangan, dan penyebaran. Instrumen yang dihgunakan untuk mengumpulkan data
pada penelitian ini adalah lembar validasi tenaga ahli dan angket uji praktikalitas modul yang terdiri atas
lembar observasi keterlaksanaan modul, angket respon mahasiwa terhadap modul, dan penilaian karakter
mahasiswa. Data yang diperoleh ditabulasi kemudian disesuaikan dengan kriteria yang ada. Hasil
penelitian ini diperoleh bahwa modul yang dikembangkan memenuhi kriteria sangat valid dengan
validitas 94. Rata-rata keterlaksanaan kegiatan adalah 1,57 yang berarti seluruh kegiatan terlaksana dengan
baik. Angket respon mahasiswa terhadap modul diketahui bahwa rata-rata praktikalitas modul adalah 91
yang artinya modul sangat praktis. karakter mahasiswa memiliki rata-rata nila 79 dalam kategori baik.

Kata kunci : Modul, Ayat Alquran, Karakter Religius

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I. INTRODUCTION
Lecturer device development is one of the
obligations that must be carried out by lecturers.
Teaching materials are one of the most
important learning tools developed by lecturers.
The learning objectives will be achieved well if
the lecturer develops teaching materials that are
relevant and in accordance with the needs of
students. Educators must be creative to foster
students' interest in learning by developing
modules or teaching materials (Imamora et al.,
2020). Teaching materials are developed
according to the needs and development of
students, and are relevant in achieving the vision
of the campus.
The textbooks or teaching materials used in
the general physics course so far do not fully
support Adzkia University's vision, which is to
"menjadi unggul dan menghasilkan lulusan yang
karakter, berprestasi, serta mampu bersaing
secara global," as stated in the university's
mission statement. Adzkia university is
consistent in producing graduates with character
by implementing and developing character
values and the Quran in the implementation of
higher education tridharma. Every academic
community is expected to contribute in
achieving this vision. Researchers as lecturers
who teach general physics courses contribute by
developing teaching materials that are in
accordance with this vision.
A general physics module that integrates
verses from the Quran is one of the teaching
materials that lecturers can develop to help
Adzkia University realize its vision. The values
of the Quran verses are closely related to general
physics. The verses of Quran are guidelines for
human life and can be used as a source for
learning physics (syarifah et al., 2019). Lecturer
can help students become human beings who
believe and fear God Almighty, have good
morals and morals, by developing general
87
physics modules that are integrated
with the values of the verses of the
Quran.
Integrating science, especially
physics is very important (Chandra et
al., 2020). Integrating the verses of the
Quran will be able to foster students'
love for the creator. The verses of the
Quran can be used as a source of
learning for life guidelines, there are
many educational values that can
educate generations (Nursa & Arqam,
2020). The verses of the Quran give
signs of physics as a sign of the power
of allah swt so that humans think
about them (Miftahul, 2022) . The
physics concepts studied are relevant
to the explanations in the Quran which
were revealed 14 centuries ago when
science was not yet developed. This
adds to the students' belief that the
Quran is absolutely true and must be
believed wholeheartedly. Furthermore,
in the Quran, the discussion of the
concept of physics is connected with
the development of human character.
For example, when discussing the
concept of physics, the higher the
earth's surface, the lower the air
pressure at that height. this is
explained in surah al-an'am verse 125.
At the end of the verse, it is discussed
about the torment for people who go
astray, that their life will feel cramped
like a person climbing the sky without
the help of any tools. If the discussion
about this is included in the module, it
will be able to increase the positive
character in students
A lecturer's job is not only to
increase students' knowledge but also
their positive character. One way that
lecturers can do is to develop teaching
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materials that contain and support the
development of character values. Currently there
are not many general physics teaching resources
that support character development (azizah &
astuti, 2020). Teaching materials are an
important component in actualizing character
education in learning (aslamiyah et al., 2017).
This is in accordance with what pertiwi said that
learning general physics requires teaching
materials that integrate Quran verses in each
material (pertiwi, 2016). The module of general
physics integrated the values of Quran verses
designed according to student character,
language that is easy to understand, and an
attractive design so that it can be used properly
by students. Using of the general physics
module integrated with Quran verses can help
lecturers who serve as facilitators in applying
religious character values to students. In
addition, students can also study independently,
have more confidence, and be responsible.
Modules are a type of printed instructing
materials that are introduced methodicallly, so
clients can concentrate on them freely (laili,
2019). This is in line with the view that
modules are instructional materials that are
presented in a methodical manner, in language
that students can easily understand, based on
their level of knowledge so that students can
study independently with little guidance from
educators (yusmanila et al., 2017). As a result,
the module can be used independently by users
or students, allowing the lecturer to fulfill her or
his role as a facilitator.
This study aims to produce an integrated
module of Quran verse values that can help
students develop character and to develop a
general physics module that is integrated with
the values of valid and practical Quran verses in
general physics lectures. The benefit of this
research is as a reference or reference for
general physics teaching materials that
88
integrates the values of Quran verses
that can develop student character.
II. METHOD
A. Type of Research
The method used in this research is
the development method with a 4-D
model (Four-D Model) consisting of
four main stages, namely: Define,
Design, Develop, and Disseminate.
Each stage of the learning device
development activity was carried out
by analyzing the data obtained and can
be described as follows:
1. Defining Stage
This stage was carried out to
identify and find out the main
problems in the development of the
general physics module integrated
with the verses of the Quran and to get
an overview of the condition of
General Physics lectures at Adzkia
University.
2. Design Stage
This stage aims to prepare an
integrated module of the values of the
verses of the Quran and prepare
lecture content that fits the needs of
students.
3. Development Stage
This stage aims to produce modules
that are revised by experts so that they
are suitable for use in the lecture
process in class. At this stage the
modules that have been made are
validated by experts who are experts in
their field.
a. Validation Stage
Validation was carried out by
distributing validation sheets in the
form of a questionnaire with the aim
of knowing the response of the expert
to the list of questions made by the
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researcher (Arikunto, 1993: 136). The results of Table 1. Module Validation Sheeet
this validation will determine the feasibility of Assesment Category
the module to be used in the learning process Percentage (%) Category
and as a guide in revising the design. 0 – 20 Not Valid
b. Practicality test stage 21 – 40 Less Valid
The modules that have been repaired 41 – 60 Enough Valid
according to the validator's suggestions are then 61 – 80 Valid
tested for practicality. The practicality of the 81 – 100 Very Valid
module is obtained from the implementation Source: Riduwan (2010)
data of the module in lectures, questionnaires on 2. Module Implementation
student responses to modules, and student Observation Sheet
character assessment questionnaires after using The data was obtained by
the module in lectures. observers who made observations of
4. Dissemination Stage student activities during lecture
The dissemination stage is the stage of using activities. During the learning activity,
modules that have been developed on a wider two observers will observe statements
scale, for example in other classes, at other
universities or by other lecturers. The research on the observation sheet regarding the
was conducted at Adzkia University in the implementation of integrated general
Physics Education and Mathematics Education physics modules based on Quran
study programs which took the General Physics verses. Response to the
course. implementation of activities consists
of: (1) Initial Activities (2) Core
B. Instruments and Techniques of Data Analysis Activities. (3) Final Activities. There
The instruments used to collect data in this are 3 response options, namely: "there
study were expert validation sheets and module is" is worth 2, "some" is worth 1, and
practicality test questionnaires consisting of "no" is worth 0.
module implementation observation sheets, The following are the categories
student response questionnaires to modules, and for the implementation of each aspect
student character assessments. or all aspects of the module's
1. Validity Analysis implementation:
The data from the validation results of the 1,5 = M = 2,0 All implemented
collected experts are then tabulated. The
0,5 = M < 1,5 partially implemented
tabulation results for each invoice are sought by
0,0 = M < 0,5 not implemented
the percentage with the formula:
(rafiqah, 2015)
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑝𝑒𝑟 𝑖𝑡𝑒𝑚
𝑝= 𝑥 100 %
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
3. Practicality Analysis
Data on practicality test results
The tabulation percentage results obtained via a tabulated questionnaire. The
are categorized based on Table 1: results of the tabulation are sought by
the percentage with the formula:
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑝𝑒𝑟 𝑖𝑡𝑒𝑚
𝑝= 𝑥 100 %
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
The tabulation percentage results
obtained are categorized based on the
table 2:

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Table 2. Module Questionnaire Assessment principles outlined in Quran verses

Category and to gain an overview of the
conditions under which Adzkia
Percentage (%) Category university's general physics lectures
0 – 20 Not Practical were taught. This description is
21 – 40 Less Practical
41 – 60 Enough Practical known from direct observation and
61 – 80 Practical interviews with students. The issues
81 – 100 Very Practical discovered include:
Source: Riduwan (2010) a. There aren't enough learning
4. Analysis of Student Character Assessment resources, especially ones that
Data from student character assessment help Adzkia University realize its
results through a tabulated questionnaire. The vision.
results of the tabulation are sought by the b. Activities of students during
percentage with the formula: lectures are mostly listening and
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑝𝑒𝑟 𝑖𝑡𝑒𝑚 taking notes on material.
𝑝= 𝑥 100 % c. The process of learning has not
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
The tabulation percentage results obtained are grown character values.
Teaching materials available in
categorized based on Table 3:
general physics courses that are
Table 3. Student Character Assessment currently available are only textbooks
Category and do not yet support student
character development. A solution to
Percentage (%) Category
the problem, namely the creation of an
0 – 20 Not Good
21 – 40 Less Good integrated module based on the values
41 – 60 Enough Good of Quran verses, was formulated after
61 – 80 Good learning about some of the issues
81 – 100 Very Good associated with general physics
Source: Riduwan (2010) lectures.
III. RESULTS AND DISCUSSION 2. Design Stage
This stage aims to design an
This study focuses on the creation of the
integrated module of the values of the
integrated general physics module of the Quran
Quran verses and prepare lecture
verses for Adzkia University's Physics
content according to needs of student.
Education and Mathematics Education first-year
The design steps to be carried out are:
students. This study aims to produce a module
of general physics integrated with Quran verses
a. Create a theme and design
that is valid and practical to use in general
the appearance of the
physics lectures. This study consists of four
module.
phases: defining, design, development, and
dissemination. The choice of format is carried
1. Defining Stage out by examining the format chosen,
The aims of this activity are identify which is the format determined by the
issues that served as the basis for the creation curriculum and syllabus for the
of general physics modules based on the general physics course. In this study,

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the material developed in the module is fluid
material.
b. Make division of module pages starting from
cover page, introductory section and so on.
The module developed is a student module.
The Student Module format contains a module
format adapted to the Lecture Program Unit
format. The designed module consists of several
parts, namely: cover, study instructions,
competencies to be achieved, content, summary,
exercises, exercise answer keys, worksheets,
and learning resources.
c. Arranging teaching materials on modules
The modules are compiled by referring to
various references such as textbooks on basic
physics, general physics, the Quran, books and
journals that link physics material to verses
from the Quran, as well as related videos.
Students will be strengthened in their belief in
Allah's majesty by studying materials related to
the Quran. The ruler of the heavens and the
earth, Allah, possesses infinite knowledge.
Students' religious character can be enhanced by
having a firm belief in the power.
d. Request feedback from coworkers on the
developed modules.
Colleagues discuss newly designed
modules to get their thoughts on the module.
Colleagues offered suggestions to delve deeper
into the content and gave a number of module-
related references.
e. Restoring the module in accordance with
feedback from colleagues.
The module was repaired based on the
input of colleagues. With this improvement, it is
hoped that the module can make it easier for
students to understand and can improve
students' abilities and religious character.
Development Stage
At this stage, the goal is to creat module
that have been revised by experts so that they
can be used in class as lectures.
a. Results at the Validation Stage
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Validation was carried out by
distributing validation sheets in the
form of questionnaires with the aim of
knowing the responses of experts to
the list of questions made by
researchers (Arikunto, 2019). The
results of this validation will
determine the feasibility of the module
to be used in the learning process and
as a guide in revising the design. The
evaluation of the experts is generally
in the form of small notes on points
that need to be corrected along with
suggestions. Three validators validate
the integrated general physics module
based on the values of the Quran
verses. Material and media specialists,
integration specialists, and linguists
make up these validators.
The following is a detailed analysis
of the results of the student module
validation for each aspect of the
assessment at Figure 1.
Graph of Module Validation
Results
98
97
96 97
95
94
93 94
92
91
90 91
89
88
Presentation Content Linguistic
Component Eligibility Component
Component
Figure 2. Graph of Module Validation
results
Based on the description of the
results of the analysis above, the
average value of the total validity of
the module is 94%. According to the
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validity criteria, this value is stated in the "very
valid" category (V > 81%). So in terms of all
aspects, the module is declared to meet the
validity criteria.
Expert advice for integrated general modules
of the values of Quran verses is described as
follows:
1) Advice from Material and media expert
Material and media expert validators suggest
separating sub-chapters of material in modules,
adding references for each image and sentence
quoted, making the cover and content display
more attractive, adding examples, illustrations,
and questions that trigger students to think
critically, and adding answer columns for
student responses.
2) Advice from an integration expert
The integration expert validator suggests
correcting incomplete quotations of verses and
adding explanations to sections where there are
differences of opinion among scholars that
current scientific findings are not final.
3) Advice from linguists
The linguist validator suggested that language
flexibility and module display be made even
more attractive.
a. Results at the Practicality Stage
Practicality is related to the use of module
by lecturers and students. The module's
practicality is determined by the module's
implementation data in lectures and student
responses to module questionnaires.
1) Module Implementation Observation Sheet
It was discovered, based on observations of
the module implementation in lectures, that
every aspect of the module implementation was
carried out completely, with the following
specifics:
Table 3. Observation Results of
Integrated General Physics Module
Values of Quran Verses
Aspects that are observer Average
measured value
O1 O2
Initial activities 1,5 1,75 1,63
Core activities 1,67 1,5 1,59
End activities 1,5 1,5 1,50
The average result of 1,56 1,58 1,57
each observer's
observations
Each stage of the activities in the
lectures using the general physics
module integrated with the values of
the Quran verses is all implemented.
The average implementation of initial
activities is 1.63, the average
implementation of core activities is
1.59, and the average implementation
of initial activities is 1.50. The average
activity implementation is 1.57, which
means that all activities were
implemented properly.
2) Questionnaire of student responses
to the module.
The main goal of the responses and
learning outcomes analysis is to see
how well the values of the Quran
verses learned in the lecture process
are incorporated into the level of
student response to the general physics
module. After the trial was finished,
students were asked to fill out a
practicality questionnaire for the
course module. A questionnaire with
four possible assessment criteria is
completed by students. Students
responded to the following aspects: 1)
Display aspects, Material presentation
aspects, and Benefit aspects. A
questionnaire that was distributed to
students enrolled in general physics
courses as part of the University of

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Adzkia's physics education and mathematics Table 5. Results of Student Character

education study program yielded information Assessment
regarding the responses to the questions. The No Respondents Value Category
findings of the data analysis of student responses 1 Respondent 72 Good
to the module are presented in table 4 below: 2 1Respondent 72 Good
Table 4. . Results of Student Responses to the 3 2Respondent 81 Very Good
Module 3Respondent
4 90 Very Good
No Aspects Valu Category 4Respondent
5 79 Good
o1 Display Measur e92 Very
6 Respondent
5 79 Good
ed
Aspect Practical
7 6Respondent 80 Good
2 Material 90 Very
8 7Respondent 78 Good
Presentation Practical
3 Benefits
Aspects 91 Very 9 8Respondent 69 Good
Aspect Practical 10 9Respondent 67 Good
Overall average 91 Very 10
Practical 11 Respondent 79 Good
11
12 Respondent 81 Very Good
It is known from student response data that 12
the module has an average practicality of 91, 13 Respondent 97 Very Good
indicating that it is very practical. This is 13
because the modules are tailored to the students' 14 Respondent 76 Good
circumstances and arranged as practically as 14
possible. In order for students to learn on their 15 Respondent 85 Very Good
own, with confidence, and responsibly, the 15
integrated module on the values of the Quran 16 Respondent 81 Very Good
16
verses assists lecturers in their role as facilitators
Average 79 Good
in lectures.
Students have contributed a number of notes
to the module and the lecture process by using Based on the table above, the results
the module, including: The language used in the show that the student character has an
communicative module is interesting, the design average score of 79 in the good
of the module is interesting, the material is category. Thus this module has
easier for students to understand, and the facilitated students to have a religious
material discussed has a connection to Quran character. The general physics
verses. module integrated with verses of the
1) Student Character Assessment Quran can increase their religious
Student characters are obtained from character, because with the
character assessment sheet data filled in by connection between the physics they
students after using the module. Based on the are studying and the Quran it will
character assessment sheet filled in by students, increase their faith and piety to the
data is obtained in table 5: creator.
Using a questionnaire based on
religious character assessment filled
out by students, it is known that the

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general physics module integrated with verses
of the Quran increases students' religious
character. After the use of the student module
becomes not secular. in a sense, so far his
knowledge has been a dichotomy between
science and the Quran. Integrating Quran verses
into this module makes students' knowledge
comprehensive that Islam covers all aspects of
life. even many specific verses of the Quran
teach about science. Furthermore, through the
use of integrated modules of Quran verses in
lectures it is able to develop the religious
character of students. The student's gratitude
increases because he is increasingly aware of
his position as a creature and God as his
creator. Many lessons learned by students.
Students are increasingly aware that there is
nature that regulates it, controls it, and controls
it so that he feels himself small in front of God
and he feels that every action he makes is
supervised by God.
The integrated module of verses of the
Quran is considered more interesting and easy
to understand compared to the book used
(Aslamiyah et al., 2017), able to improve
character (Wahyuni, 2018) dan (Kusjuriansah
& Yulianto, 2019), and can increase the
motivation of participants in learning physics
(Susanti et al., 2019). It is supported by
(Latifah, 2016), (Nurlina, 2016), dan
(Nurwahidah,) which states that the use of
teaching materials in physics modules that are
integrated with verses of the Quran is very
effective for instilling the values of verses of
the Quran and developing the character of
students and can improve student learning
outcomes. The cultivation of character values in
education can support the achievement of
educational goals set by the government
(Ananda, 2017).
The integrated general physics module of
verses of the Quran fosters student awareness
of the power of Allah. the use of modules
94
makes students aware that all
knowledge comes from God. Students
become more interested in learning
more about verses of the Quran that
are relevant to physics. The general
glasses module integrated with the
verses of the Quran develops the
character of religious students
because the material developed in the
module increases students' ideas
about the power of Allah and humans,
there is nothing in this world.
4. .Dissemination Stage
Modules that have been developed
on a larger scale are used in the
dissemination stage, such as in other
classes, universities, or by different
lecturers. In this study the
dissemination phase was carried out by
lecturers of general physics (basic
physics) of the physics education
study program at the South Tapanuli
Education Institute, the physics
education study program at the Islamic
University of North Sumatra, and the
physics education study program at
Sultan Ageng Tirtayasa University.
IV. CONCLUSION
The general physics module
integrated with verses of the Quran
was developed with four main stages,
namely definition, design,
development and deployment. The
modules that have been designed are
tested for validity. The results of the
validity of the developed module meet
the very valid criteria. Then a trial of
the use of the module in lectures was
carried out. Based on the observation
sheet on the implementation of the
module in lectures, all activities were
carried out well. The module's results
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from the practicality test indicate that it can be Chandra, A., Haryati, S., & Haris, V.
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Using a questionnaire based on religious https://ojs.iainbatusangkar.ac.i
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Imamora, M., Fitri, D., & ... (2020).
integrated with verses of the Quran increases Pengembangan Modul Gejala
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