Integrating Halal Literacy Through Problem-Based Learning In Science Education In Junior High Schools

Abstract

The integration of halal literacy into science education is an effort to develop students’ understanding of the concept of halal through contextual learning. This study aims to describe the implementation of halal literacy integration through Problem-Based Learning (PBL) in science education at junior high schools. This study employed a descriptive qualitative approach with science teachers and students at a junior high school as the subjects. Data were collected through interviews and Student Worksheets (LKPD), then analyzed using the interactive analysis model developed by Miles, Huberman, and Saldaña. The results of the study indicate that the implementation of halal literacy integration through Problem-Based Learning provides a contextual learning experience, enabling students to connect science concepts with the halal aspects of food products in the school environment. Based on the eight indicators of halal literacy, students were able to understand the concepts of halal and haram, identify product ingredients, relate halal concepts to daily life, and utilize information on packaging labels to analyze the halal status of products. However, students still need further support in analyzing food additives and production processes. Thus, the integration of halal literacy through Problem-Based Learning can serve as an alternative approach to science education to support the contextual development of students’ halal literacy.