INTEGRATION METHOD OF RELIGIOUS CHARACTER VALUES IN CHEMISTRY LEARNING

Science and religion are closely related because they come from one source, namely God Almighty. Therefore, the concept of the integration of science and religion must be implemented in the form of integrating religious characters in the science learning process. This study aims to identify and inventory the learning methods used to integrate religious character values in chemistry learning. This research is conducted by reviewing the literature, both in books, journal articles and popular scientific writings, about methods of integrating religious character values in chemistry learning. The main data sources are from journal articles that discuss the integration of religious characters in chemistry learning. The journal articles that became the main data source were ten articles obtained from the Google Scholar website using the keyword "integration of religious characters in chemistry learning". The research data were analyzed descriptively and qualitatively. A critical study was also carried out on the literature to obtain the correct conclusion. According to the teacher's creativity, the study results concluded that religious character values can be integrated in chemistry learning in various ways/methods. However, in their article, the researchers did not clearly and unequivocally mention the name of the learning method used to integrate religious characters in chemistry learning. Based on this conclusion, it is recommended that other research is needed to develop a learning model that integrates religious character values in chemistry learning.


INTRODUCTION
The existence of a close relationship between science and religion is undeniable.
The existence of science for religion serves as an affirmation and reinforcement of religion for its adherents because science can reveal the secrets of the universe and its sides so that it will increase solemnity and solemnity in worship and muamalah.
Furthermore, science helps obtain peace of life individually and collectively in society, as a nation and state, and even in realizing world order. Therefore, the benefits of science are extraordinary and will make humans close to God live more enjoyable, happy, and prosperous lives [2]. In the context of character education, the learning of the sciences must also integrate religious character education in the learning process.
In the national education system, faith is the core of national education. The implications include, among others, the task of faith education is not only the task of teachers of religious subjects but also the task of the school, namely the duties of the Allah. Therefore, studying these two sciences is a recommendation and an obligation for us [6]. Ibn Rushid wrote, "Truth (revelation) cannot contradict wisdom (philosophy, rational method with proof); on the contrary, both must agree and support each other" [7].
In chemistry learning, chemistry is taught chiefly as knowledge, while the religious aspect is still rarely taught by teachers [5]. However, every chemical process will be many lessons and blessings [8]. Moreover, chemistry also studies the fundamental laws of chemistry, which are part of sunnatullah (natural laws). Therefore, chemistry should also teach religious character values (spiritual values) when studying the fundamental laws of chemistry [9].

This research is qualitative and is
included in the category of library research.
The data and study materials used come from library sources, both in books, encyclopedias, journals, and others [14].
The main data sources are journal articles that discuss methods to integrate religious character values in chemistry learning. documents, not all information can be used as research data. Thus, in data analysis, researchers need to "separate" the data [15], which is a process that focuses on the part of the data and ignores other parts. The existence of the text that is the focus of the study is determined to be between three parts of the document, namely the research method section, the discussion section, and the introductory section.

Results
This study is qualitative research, The integration of character education in chemistry learning is carried out by integrating religious character indicators with existing basic competencies in chemistry learning to obtain new indicators that can be used to measure students' character.
There is no explicit mention of the method name. [17] 2 Researchers want to apply the integration of IMTAQ values to the atomic structure material because this application will affect the character and motivation of students.
There is no explicit mention of the method name.
This classroom action research was conducted in two cycles by applying Context Rich Problems to improve students' religious character and student learning outcomes. First, the teacher guides students to study chemistry religiously with a CRP approach that follows the CRP steps. The method used in the improvement at this planning stage is using the lecture method and the demonstration method accompanied by the arguments of Allah SWT.

Context
Rich Problems + religious proposition [19] 4 The integration of Islamic values of students in this hydrocarbon material includes several things, namely 1) quoting several verses of the Qur'an related to hydrocarbon material accompanied by an explanation of their meaning, 2) Inserting Islamic values in the There is no explicit mention of the method name. [20] 116 A.N. C. Saputro  There is no explicit mention of the method name. [21] 6 The learning method used is experimentation in the practicum group ….., and the teacher's example for the value of responsibility ………. as well as habituation to religious values by praying when starting learning activities.
The name of the method is not explicitly stated. [22] 7 In learning chemistry, most of the material in chemistry is abstract. Therefore, it is necessary to have a good understanding by applying interactive media to achieve good character education by the objectives of the national education system in Indonesia.
The name of the method is not explicitly stated. [23] 8 Prospective teachers explicitly integrate Islam and chemistry in the components of indicators, learning objectives, learning activities, and assessments.
The name of the method is not explicitly stated. [24] 9 The integration between science and religious values lies in the scientific content in the Qur'an.
The name of the method is not explicitly stated. [25] 10 Efforts to "Islamize knowledge" for Muslims who have long been left behind in modern world civilization have their dilemma. The dilemma is whether to wrap Western science with "Islamic" or "Islamic"? Or do you strive to transform religious normativity, through its main references to the Qur'an and Hadith, into its historical reality empirically? Both are equally difficult if their efforts are not based based on epistemological criticism.
The name of the method is not explicitly stated. [26]

Discussion
The "Researchers want to apply the integration of imtaq values to the atomic structure material because this application will affect the character and motivation of students.
Moreover, in studying the atomic structure, we will discover the secrets of Allah's verse, namely about the order and balance in the atom" [18]. Provide a case with Islamic values to be lived and pondered deeply by students" [20].
The steps in the fourth article follow Muhammad [28].
Based on [20] and [28], it shows a relationship between the steps of integrating religious character values in the learning process and the presentation of textbooks. Several arguments that support this writer state that the learning process requires textbooks as a learning resource for students or as a reference for teachers.
For example, the presentation of material in a textbook has followed the learning steps Tracing verses in the Qur'an that talk about science" [21].
While the author of the sixth article only invites the habit of reading prayers to integrate religious characters in the learning process.
"The learning method used is an experiment in a practicum group ….., and an example from the teacher for the value of responsibility ………. and habituation to religious values by praying when starting learning activities" [22].