Chemistry Education in Indonesian Madrasahs: A Systematic Review of Challenges, Pedagogical Innovations, and Islamic Values Integration
DOI:
https://doi.org/10.47945/search.v4i2.3329Keywords:
Chemistry Education, Madrasah, Systematic Literature Review, Islamic Values, Science Education, Pedagogical InnovationAbstract
Chemistry education in Indonesian madrasahs occupies a distinctive position because it is directed not only toward the mastery of scientific literacy but also toward the cultivation of Islamic values that shape students' ethical responsibility and spiritual awareness. Previous studies have reported recurring challenges, including student misconceptions, limited laboratory facilities, teachers' limited competence in integrating science with Islamic values, and a scarcity of contextual learning resources; however, this evidence remains scattered and has not been systematically synthesized. This study aims to synthesize empirical evidence on chemistry education in Indonesian madrasahs through a Systematic Literature Review (SLR) following the PRISMA 2020 protocol. Searches were conducted in Scopus, Web of Science, ERIC, and Dimensions for publications from January 2021 to June 2026, with the application of inclusion and exclusion criteria, quality appraisal using the Joanna Briggs Institute (JBI) instrument, and thematic synthesis based on Braun and Clarke's six-phase framework. Of the 428 articles identified, 52 met all criteria and were synthesized thematically. The synthesis yielded five dominant themes: learning challenges, pedagogical innovation, laboratory-based learning, digital technology integration, and Islamic values integration. The findings indicate that meaningful chemistry learning in madrasahs depends on a balance between scientific inquiry and contextualized Islamic perspectives, supported by stronger teacher pedagogical competence and institutional support. This study proposes a conceptual framework that integrates inquiry-based chemistry learning, digital pedagogy, contextual laboratory experiences, and Islamic character education, and it offers recommendations for teachers, curriculum developers, policymakers, and future researchers.
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