STUDENTS’ UNDERSTANDING OF NATURE OF SCIENCE IN ISLAMIC PRIVATE SCHOOL

The objective of this study is to explore Muslim students’ level of understanding regarding the nature of science (NoS) and compare their understanding between genders in private Islamic schools in Thailand. Descriptive statistics and t-test independent was used to analyze the data. The results revealed that a majority of the participants held a transitional perspective on NoS. Furthermore, there were no statistically significant differences in NoS comprehension between genders at the .05 level. To enhance students' understanding of NoS in all domains, it is recommended that learning activities in private Islamic schools promote a reflective attitude towards NoS

The southern border region of Thailand, comprising Pattani, Yala, and Narathiwat, is characterized by a multicultural society. The dominant religion in this region is Islam, resulting in a distinct society and culture that differs from other areas (Churngchow et al., 2015). To address the unique multicultural context, educational policies, often referred to as "multicultural education policies," have been implemented to accommodate the diverse learners in this region. These policies encompass various aspects such as the management of Islamic education, language policies, and other related initiatives (Arphattananon, 2018). In this region, schools, particularly private Islamic schools, play a significant role in the education of Muslim students, as parents actively choose to enroll their children in these institutions (Binsaleh & Binsaleh, 2020). As a result, schools in this area have gained increasing importance in the educational landscape.
The worldview of Muslim students in Thailand is significantly shaped by the teachings of Islam. It is likely that their religious beliefs and cultural practices influence their approach to and comprehension of science. Certain students may integrate Islamic principles with their scientific understanding, regarding science as a means to explore and marvel at the marvels of Allah's creation. However, in certain cases, there may be individuals who prioritize religious doctrines over scientific hypotheses, potentially leading to conflicts or tensions between religious and scientific perspectives. Within the Thai educational system, all students, irrespective of their religious background, are obligated to enroll in at least one science course.
The educational experiences and engagement of Muslim students in science education in Thailand can vary. Factors such as the availability of resources, community support, and teaching methodologies employed by educators can influence students' interest and comprehension of scientific concepts. Incorporating cultural and religious examples in science classes has the potential to enhance student engagement and encourage them to connect scientific knowledge with their own cultural and personal experiences.
The Ministry of Education is responsible for overseeing teaching and learning processes in Thailand and developing the curriculum for the country's basic education system. Private Islamic schools face challenges related to a lower standard of education specifically in Islamic studies-related subjects since the school year 2003 (Baka, 2011). National educational test results indicate that children from these schools generally obtain lower scores, with science scoring below the national average (Arphattananon, 2018). Additionally, it has been found that science teachers in these schools possess a lower level of expertise in areas such as media support and learning materials in science (Onsee & Nuangchalerm, 2019;Vasinayanuwatana et al., 2019).
Muslim students in Thailand encompass a diverse range of perspectives. Some individuals may perceive science as compatible with their faith, while others may perceive potential conflicts between certain scientific concepts and their deeply held beliefs. It is crucial to engage in open-minded discussions and interactions, appreciating the unique viewpoints of others, and striving to establish an inclusive environment that encourages communication and understanding of differing perspectives. Creating a welcoming atmosphere that nurtures scientific curiosity and critical thinking can benefit all children, provided that teachers and parents comprehend and value the various influences that shape their children's lives.
The Science Mathematics Program (SMP) is an initiative aimed at enhancing the teaching of science and mathematics in private Islamic schools located in the three southern border provinces. As part of this project, a science and mathematics laboratory has been established, equipped with necessary apparatus and learning materials to support scientific and mathematical activities in education. Furthermore, research conducted worldwide has explored the scientific abilities of Muslim students, as documented in studies by Dogan & Abd-el-Khalick (2008), Karakas (2017), and Kim & Alghamdi (2020).
Currently, there is a limited amount of research conducted in Thailand, particularly in relation to the nature of science within private Islamic schools. In particular, there is a lack of research that specifically focuses on students studying in specialized classrooms, such as those participating in the SMP, which provides additional science learning opportunities and resources compared to non-participating Islamic schools. Furthermore, the existing research primarily explores the influence of religious beliefs on students' understanding of the nature of science. Consequently, the research question arises: How do students enrolled in SMP in private Islamic schools comprehend the nature of science? Additionally, does gender have an impact on students' understanding of the nature of science, and if so, how does gender influence their understanding?

METHOD
In this investigation, a survey method was employed to examine the understanding of fundamental scientific inquiry among Muslim students. The details of the important technique and research approach are provided below.

Participants
The participants of this study were fourth-grade students enrolled in a special classroom within the SMP under the supervision of Yala Rajabhat University. The study included students from 12 private Islamic schools in Yala. A total of 210 fourth-grade students from the special classroom in the science SMP program were sampled for the study (Figure 1). The sampling process involved simple randomization and the calculation of sample numbers based on the method proposed by Krejcie and Morgan (1970).

Research Instruments
The 24-question scientific nature understanding questionnaire utilized five estimation scales, employing a 5-point Likert scale: strongly agree, agree, uncertain, disagree, and strongly disagree. These scales were adapted from Safkolam (2020) and subsequently modified by the researchers. In order to address gender-related issues among students' responses regarding their understanding of the nature of science, the researchers included general information and adjusted certain questions pertaining to the natural characteristics of science. The research instruments comprehensively covers the nature of science across three domains: scientific worldview, scientific inquiry, and scientific enterprise. It measures six components: NoS 1: Scientific knowledge can be changed, NoS 2: Scientific knowledge requires empirical and verifiable evidence, NoS 3: Scientific methods are varied and lack fixed procedures, NoS 4: Society and culture influence the work of scientists, NoS 5: Science is based on diverse observations and opinions, and NoS 6: Science relies on imagination and creative thinking. The content validity of the understanding nature of science questionnaire was determined by having three experts reviewing it. The result in validity index scores range from 0.67 to 1.00. Additionally, the questionnaire underwent a trial run with 30 students, and its reliability was calculated to be 0.81.

Data Collection
The researchers actively engaged in the SMP schools and administered a survey to assess the students' knowledge of the nature of science in private Islamic schools. Data was collected from 210 students using questionnaires specifically designed to measure the understanding of the nature of science. The data was subsequently analyzed by scoring and interpreting the responses based on the understanding nature of science framework proposed by Rubba and Andersen (1978), as presented in Table 1. The completeness of the data was verified, and students were asked to respond to questions assessing their comprehension of scientific concepts. The data was then interpreted based on the average scores, as presented in Table 2 (Niyomwong, 2015). To evaluate the hypothesis, the researchers employed an independent t-test to compare the understanding of the nature of science between genders. Table 2. Understanding Nature of Science by Group and Mean Score Level Group Guideline Mean score level Informed view The description of the student corresponds to the natural characteristics of science, which is accepted all the present. 3.41-5.00 Transitional view The description of the student corresponds to the natural characteristics of science, which is accepted today in part, but not entirely complete. แ ล ะ The description of the student corresponds to the natural characteristics of science, which is partially accepted today and does not correspond to the natural characteristics of science, which is partially accepted.

1.71-3.40
Naïve view The student's explanation does not correspond to the natural nature of all currently accepted sciences, or that questions are answered, do not match the question, or do not answer questions, nor do they make any comments at all.
Lower than 1.71

RESULTS AND DISCUSSION
A survey was conducted among students attending private Islamic schools to assess their understanding of the nature of science. The survey included 210 fourth-grade students from special classrooms in the Science and Mathematics Program (SMP), representing 12 private Islamic schools in Yala.
Findings from the questionnaires revealed that students held diverse perspectives on the nature of science. However, specific evidence indicated that students demonstrated a correct understanding of certain aspects of the nature of science. For example, they recognized that scientists may discover more planets in the solar system in the future and that the theory of atoms is continuously evolving. They also understood that scientific knowledge requires verifiable evidence and that the acceptance of scientific findings is contingent upon supporting evidence. Furthermore, students recognized that scientists rely on observations, experiments, and interpretations to generate scientific knowledge. They acknowledged that different scientists may obtain varying results when observing the same subject due to their individual experiences. Students also understood that both observations and opinions are based on the five senses (eyes, ears, nose, tongue, and skin). Finally, they recognized that imagination and creativity play a role in explaining scientific knowledge as shown in Table 3. Some students expressed uncertainty or disagreement with certain statements regarding the nature of science. They were unsure about whether Newton's law of motion has remained unchanged over time and whether Mendel's hereditary rules may be debunked in the future. They also questioned the relevance of the well-being and environment in the scientific community to the discovery of knowledge or the invention of scientific devices. Additionally, students found it difficult to accept that Dalton, as a chemist, explained the atomic structure without conducting experiments, suggesting that he relied solely on imagination and creativity. Some students believed that if scientists use imagination and creativity to explain scientific knowledge, it could lead to misinformation. They also disagreed with the notion that scientists use imagination and creativity to develop scientific knowledge.
In terms of overall understanding, students demonstrated a level of disagreement with certain aspects of the nature of science. They disagreed with the statement that scientists often work alone in the laboratory. They also disagreed with the idea that the observational effect alone can be considered scientific knowledge. Furthermore, students did not perceive scientific methods to have an absolute hierarchy. On the other hand, they held the view that observations and opinions are not fundamentally different as both rely on the five senses (eyes, ears, NoSe, tongue, and skin). It is worth noting that the mean scores for each component of understanding the nature of science were relatively similar to one another (see Table 4).  Table 4 presents the mean scores for the component of the nature of science related to the requirement of empirical evidence in scientific knowledge. The mean scores in Tables 3 and 4 indicate that most students possess a transitional understanding of the nature of science. They have a proper understanding of the significance of empirical and verifiable evidence as the foundation of scientific practices.
While there may be some variations in students' perspectives on science, the majority of pupils hold a transitional viewpoint. During guided learning sessions led by teachers, certain topics may receive less attention or experimentation than others. These sessions provide opportunities for students to raise thought-provoking questions and engage in discussions, particularly regarding the more natural aspects of science (Nuangchalerm, 2009;Nuangchalerm, 2013). By answering questions and participating in self-reflection on the nature of science, students have the chance to deepen their understanding. This process of reflection and debate enhances the meaning and effectiveness of learning science (Yacoubian & BouJaoude, 2010). The ability to reflect, coupled with a solid comprehension of fundamental scientific concepts, is crucial (Khishfe & Abd-El-Khalick, 2002;Khishfe & Lederman, 2006;Prachagool & Nuangchalerm, 2019a;Prachagool & Nuangchalerm, 2019b).
Based on the data analysis, it was observed that certain students possess a comprehensive understanding of the judgments made by the scientific community. They recognize that scientific knowledge must be grounded in empirical evidence and subject to verification. This comprehension might be attributed to the educational practices students acquire in specialized classes, which emphasize scientific inquiry, hands-on learning, self-directed experiences, collaborative activities, and mastery of the scientific method (Parmin et al., 2019). As a result, students develop traits such as curiosity and a fascination for exploring the natural world. Teachers can provide opportunities for students to acquire knowledge through hands-on experiences. By engaging in scientific investigations, gathering evidence, conducting experiments, and employing scientific methodologies to solve problems, students achieve genuine learning and understanding of science (Widodo et al., 2019).
The significance of teaching science to children has long been recognized as a fundamental component of modern education. This is because students who study science are more likely to become informed and analytical adults. However, the relationship between scientific education and religious beliefs has been a subject of debate for centuries, particularly in countries with strong religious identities. Muslim students, in particular, often face challenges in reconciling their religious convictions with the study of science, perceiving a potential conflict between the two. Therefore, it is crucial to explore the beliefs of Muslim students regarding the nature of science (NoS) and understand how their religious convictions influence their perspectives on scientific inquiry.

Gender Comparison of Nature of Science Comprehension
When comparing the understanding of the nature of science based on gender at a significance level of 0.05, the analysis did not find any statistically significant difference. This suggests that there is no significant distinction in the comprehension of essential principles of scientific inquiry between male and female students. Teachers have the opportunity to provide hands-on experiences to students, allowing them to acquire knowledge through direct engagement. This active approach to learning, involving the investigation of scientific hypotheses, the gathering of evidence, the execution of scientific procedures, and the application of scientific methodologies to solve problems, leads to actual learning and comprehension of science (Widodo et al., 2019). The results indicated a statistically significant difference in the understanding of the fundamental principles of science between male and female students at the significance level of .05.
This difference in understanding could be attributed to the implementation of the national basic education curriculum, which guides the curriculum and teaching methods. The emphasis on scientific activities in scientific laboratories creates a learning environment that fosters the development of a scientific knowledge-seeking process among students (Emran et al., 2020). This approach is crucial for scientists to acquire scientific knowledge and serves as an effective tool for students to comprehend scientific procedures and methods (Fitriani et al., 2016). Consequently, students are able to establish connections between the content they learn in school and the research conducted by scientists (Crowther et al., 2005).
Furthermore, the approach taken by teachers in managing scientific learning can contribute to the problem. If the management style lacks clarity or precision regarding the nature of science, it can hinder students' understanding. It is important for teachers to adopt a perspective that aligns with the administration of scientific education at the national level, while also implementing educational activities that encompass the fundamental aspects of science and encourage inquiry. By engaging in activities that involve the process of acquiring scientific knowledge, such as conducting experiments in laboratories or participating in other inquiry-based activities, students can independently grasp the foundations of scientific inquiry. However, if natural scientific topics are not explicitly addressed or discussed in the classroom, and teachers rely solely on students' spontaneous understanding as they progress through science learning, it may hinder their comprehension of the nature of science (Abd-El-Khalick & Lederman, 2000a;Akerson et al., 2000;Khishfe & Abd-El-Khalick, 2002;Wanloh & Nuangchalerm, 2022).
Based on the research findings, scientists' perspectives on the nature of science are influenced by various societal and cultural factors. When students are educated in an Islamic context, there appears to be a considerable gray area in their understanding of the fundamental principles of science, as observed in a preliminary assessment (Kim & Hamdan, 2020). This may be attributed to the high value placed on perfumes in Arab culture. In contrast, previous correspondence has highlighted the tendency for scientists to work independently in laboratories. From a naïve perspective, the origin of knowledge discovery or the development of scientific tools within the scientific community was perceived as unrelated to the well-being and environment of that community, a notion that has been debunked by scientific consensus.
The nature of science (NoS) encompasses concepts such as the temporary nature of scientific knowledge, the use of empirical data, the significance of creativity and imagination, and the distinction between scientific hypotheses and theories. Previous research has demonstrated that students need a strong understanding of the NoS to further their scientific learning and enhance their critical thinking skills (Lederman, 2007). However, it has also been found that students often struggle to comprehend the NoS, and their level of understanding can be influenced by various factors, including their cultural and religious beliefs (Abd-El-Khalick & Lederman, 2000b).
According to Deng et al. (2014) and Afalo (2018), the development of a curriculum aimed at promoting a natural perspective of science in one culture does not significantly influence how students from another culture perceive the natural world. This is because students' societies and cultures heavily influence their perception of the natural world. Therefore, private Islamic schools in Thailand and other countries should focus on fostering an understanding of the nature of science and implementing learning strategies that reflect and align with the Islamic context of these nations. This is crucial to accommodate Islamic educational practices and adapt to the specific context of these countries.
The nature of science (NoS) encompasses the concepts and assumptions that form the basis of scientific inquiry. A solid understanding of the NoS is vital for promoting scientific literacy and nurturing critical thinking skills. However, research has shown that students often struggle to grasp the NoS, and their comprehension can be influenced by various factors, including gender. Although gender is not considered one of the inherent characteristics of the NoS, it has been widely documented that male students tend to exhibit more positive attitudes towards science compared to their female counterparts. Gender differences in students' attitudes and beliefs about science have been extensively studied. Therefore, it is important to assess whether gender variations exist in how students comprehend the nature of science.
According to Abd-El-Khalick and Akerson (2004), the religious beliefs of Muslim students, which often shape their worldview, have an influence on their approach to and perception of scientific problems. Islam promotes the pursuit of knowledge and curiosity, as evident from the significant scientific contributions made by Muslim scholars during the Golden Age of Islam (Al-Hassan, 2001). Inquiry and the quest for knowledge are encouraged within the Islamic faith. However, there are instances where some people perceive a conflict between scientific study and religious beliefs, as illustrated by the ongoing debate between evolution and creationism (Akhtar, 2010). Therefore, it is crucial to explore how the religious perspectives of Muslim students impact their understanding of the fundamental principles of the scientific method.
To provide science teachers with a clear understanding of the nature of science, training activities should be designed to enhance their comprehension and guidance of scientific inquiry. This is particularly important for managing science education effectively. The study focused on a sample of students enrolled in SMP courses at private Islamic schools, serving as the subjects of the research. It is recommended to inform the relevant authorities and advocate for the development of a comprehensive understanding of the nature of science among students. Additionally, gathering data from this sample can facilitate a comparison of the level of scientific understanding between regular classrooms and specialized science classrooms.
The study on the relationship between the scientific method and Muslim students in Thailand has some gaps that need to be addressed. There is a lack of research specifically focusing on the nature of science and its implications for students who identify as Muslim in Thailand. Previous studies have primarily concentrated on understanding the foundational aspects of science among students from the general population. However, given the unique cultural and religious context in Thailand, it is crucial to consider how various factors within this context influence the scientific literacy of Muslim students. Additionally, most studies on the nature of science and scientific education in Thailand have been conducted in the Thai language, which may limit the accessibility of important findings for researchers from other countries.
Muslim students in Thailand represent a diverse range of backgrounds, and their previous exposure to science education may vary. It is essential to delve into these differences and explore how individuals' perspectives on science are influenced by their backgrounds. Incorporating Islamic perspectives in the teaching of the nature of science in Thailand should be considered to accommodate the unique viewpoints of Muslim students. This is particularly important as it allows them to approach scientific concepts through the lens of their religious beliefs. Furthermore, it is necessary to examine the extent to which the science education strategy in Thailand promotes understanding of the nature of scientific inquiry and meets the educational needs of Muslim students This study has several limitations. Firstly, the research relied solely on questionnaires to assess students' understanding of the nature of science, and it would have been beneficial to include a more comprehensive description of the nature of science to gather more detailed and informed data. Secondly, the findings revealed that the majority of students had a transitional view of understanding, and only a few aspects aligned with an informed view, specifically recognizing that scientific knowledge requires empirical evidence and verification. Yala Rajabhat University, private education offices, and private Islamic schools should emphasize the promotion of understanding the nature of science among students. Thirdly, the participants in this study were specifically fourth-grade students from private Islamic schools, which may limit the generalizability of the findings to students from different educational settings. It is important to exercise caution when applying these findings to students with different characteristics or in different grade levels.
The present study proposes several recommendations. Firstly, considering that the majority of students have a transitional view of the nature of science (NoS), it is crucial to implement learning management approaches that facilitate a deeper understanding of NoS. This can be achieved through targeted strategies that foster knowledge and comprehension of the fundamental principles underlying scientific inquiry. Secondly, recognizing the significant role of teachers as change agents, it is important to organize training activities that enhance science teachers' understanding and management of NoS. These activities will equip teachers with a clear understanding of the nature of science, enabling them to effectively impart this knowledge to their students. Thirdly, while the study focused on SMP students in private Islamic schools, it is recommended to expand the investigation and compare the understanding of NoS between regular classrooms and special classrooms. This can be achieved by informing relevant authorities and collecting data from diverse educational settings.
Overall, further research is needed to deepen our understanding of the relationship between the nature of science and Muslim students in Thailand. This will enable the development of effective science education strategies that consider the influence of cultural and religious factors and cater to the specific learning requirements of Muslim students.

CONCLUSION
Based on the survey conducted, it was found that students generally possess accurate knowledge regarding scientific information, recognizing that it is based on empirical evidence and subject to verification. The majority of students demonstrate a transitional level of comprehension in regards to the NoS. Gender analysis indicates that there is no statistically significant distinction between male and female students in their understanding of NoS at a significance level of 0.05. Most students fall into the category of having a transitional understanding of NoS. Therefore, it is recommended to employ learning management systems that facilitate a deeper understanding of the characteristics and principles of the natural world. Teachers play a crucial role as both educators and agents of change in enhancing students' comprehension of the nature of science.