Empowering Islamic Science Literacy Through IoT Hydroponics Based Project Learning
DOI:
https://doi.org/10.23917/psikonomi.v7i1.18984Keywords:
IoT hydroponics, science literacy, Islamic values, TPjBL, green edupreneurshipAbstract
This community service program was implemented at MTs Muhammadiyah 1 Taman, Sidoarjo, to transform simple hydroponic practices into a data-based science learning medium that integrates technology, Islamic ecological values, and green edupreneurship. The partner school had introduced hydroponics, but the activity was still manual, had not used pH, TDS, and water temperature data as learning evidence, and had not been supported by modules, worksheets, standard operating procedures, or a sustainability team. This program aimed to strengthen students' science literacy, Islamic character, life skills, and entrepreneurial awareness through Technology Project-Based Learning (TPjBL) supported by Internet of Things (IoT)-based hydroponics. The program used a participatory-collaborative method involving needs assessment, TPjBL and Islamic entrepreneurship training, IoT hydroponic implementation, learning assistance and evaluation, and sustainability strengthening. Participants consisted of 22 people, including science teachers, seventh-grade students, and life-skills program managers. Data were collected through pre-test and post-test, observation sheets, project rubrics, pH/TDS/water temperature logs, product documentation, and teacher-student reflections. The results showed a 70% increase in students' science literacy achievement, improved engagement in observing, measuring, recording, analyzing, and communicating plant growth data, and the formation of an initial school-based green edupreneurship initiative. The program produced an IoT hydroponic TPjBL model, learning modules, sensor data logs, SOPs, and a follow-up management plan. This activity demonstrates that hydroponics can function as a contextual living laboratory for sustainable science learning in madrasah environments
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