Developing an Islamic Integrated Social Studies Learning Model for Enhancing Cognitive and Affective Competences

Abstract

Conventional social studies education often isolates academic knowledge from moral-spiritual development, resulting in low student ecological awareness. This study developed and evaluated an Islamic-Integrated Social Studies Learning Model to enhance cognitive and affective competences. Utilizing a Research and Development (R&D) design with a qualitative case study approach, the investigation involved 23 junior high students, academic experts, and a practitioner, employing Miles, Huberman, and Saldaña's framework for data analysis. Expert validation confirmed high pedagogical feasibility (80%–89.5%). Empirical field tests demonstrated significant cognitive growth, with class averages increasing from 66.9 to 78.7, alongside a 47.8% surge in classical completeness. Concurrently, students’ affective competence transformed into tangible environmental care actions. This model provides a replicable blueprint for faith-based institutions to foster academic excellence and moral responsibility simultaneously.