THE DEVELOPMENT OF ISLAMIC INTEGRATED BIOCHEMICAL TEACHING MATERIALS USING FOUR STEPS TEACHING METHOD

Islamic-integrated learning is one of the implementations in realizing UIN Syarif Hidayatullah Jakarta’s vision. So, the teaching materials which are integrated with Islamic features are needed. This research aims to develop a biochemistry teaching material in the form of an Islamic-integrated enrichment book specifically on the theory of amino acid and protein that is feasible to be used. The method used in this study is the research and development method through the Four Steps Teaching Material Development (4S-TMD), which consists of selection, structurization, characterization, and reduction. The research data are obtained from the validation of Islamic-integrated chemical study by expert lecturers. The validation result was analyzed using the Guttman Scale, a comprehensive test of concept in the form of the main idea writing test on 60 students of 2016 generation of chemistry education were analyzed by giving a score of 1 for each correct answer, and a score of 0 for wrong answers, and the book's feasibility test in terms of language, presentation, performance, and graphic validated by media expert lecturers, and were analyzed using the Rating Scale. The validation of the Islamic-integrated chemistry shows that all concepts are powerful and worthy of being presented, with the percentage of 91.4%. The comprehensive test of concept shows that all of the concepts have a high level of comprehension. The percentage of students’ comprehensions of all concepts amounted to 92.7%, and all of the concepts are included in the easy category. Therefore there is no need for a reduction phase. Based on the results of the feasibility test of the book, it is obtained the average percentage of 85.5%, which indicates that the Islamic-integrated enrichment book of amino acid and protein material is suitable to be used in the learning of Islamic-integrated biochemistry course to increase student knowledge on biochemical concepts through Islamic aspects which can increase the faith to Allah SWT.


INTRODUCTION
Education aims to bear human beings who are proficient in science and technology and create human beings who have moral and religious. It is based on the objectives of national education contained in UU No. 20 Tahun 2003: "...to be human beings who believe and fear to God the almighty, noble, healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens." According to Fauzan (2017), in the era of Science and Technology (IPTEK), which is loaded with information acceleration, technology demands the existence of universities to be able to bear human beings who are not only capable of overall science and intelligence with professional abilities but can also forcefully instill positive values contained in religion (Islam) in every movement of their life. Because ignoring Islamic values in the development of science and technology will have a tremendous negative impact on socialhumanity and the universe (Batubara, 2018). Islam succeeds in creating an integrated science through an adjustment to Islamic values (Muslim & Fajriah, 2017).
UIN Syarif Hidayatullah Jakarta, as one of the Islamic Religious Universities, have a role in creating the professional and religious generation. This is reflected in the vision of UIN Jakarta. UIN Jakarta itself tries to reformulate its institutional vision, and there is "becoming a national and international campus that integrates Islam, science, Indonesia, and humanity" (Fauzan, 2017). One of the pillars mentioned in the vision of UIN Jakarta is excellence in the integration of science. The integration of science with Islam is an effort to integrate but not in the meaning of "mixed," between the source of science in Islam Al-Qur'an and Hadith because both have the same function, there is to understand nature and life (Suprayogo, 2017). Integrated learning of Islam derived from Al-Qur'an and Hadith will guide learners in gaining strong beliefs and cultivate personality (Nugroho, 2017). The study of Islamic integration in science fields is very appropriate to do. Because there are many verses in Al-Qur'an that describe natural phenomena in several disciplines, such as environmental science, biology, and chemistry (Al-Hadabi, 2016). God created the universe for mankind (Muslim, 2016).  explains that most chemistry teachers in his research stated that chemistry learning based on Islamic knowledge would support students' knowledge of God's Omnipotence awareness.
Based on the explanation above, it does not close the possibility of Islam and science integration applied in biochemistry study because biochemistry is a branch of science that studies how chemical processes occur in living organisms, which in Al-Qur'an and Hadith discuss a lot about a living organism. Applying the integration of Islam and science to learning requires supporting learning tools such as Islamic integrated teaching materials. Enrichment book is one form of effective teaching materials to use by students in order to enrich the knowledge or material under review, another source of textbooks as the primary teaching material (Pusat Kurikulum dan Perbukuan, 2014).  (Arifin, 2016;Chasanah et al., 2019;Hendri & Setiawan, 2016). So, this development model is expected to produce an integrated biochemical enrichment book of Islam that is worthy of being used by students and other educational elements as an effort to enrich biochemistry based on Islamic views in Al-Qur'an and Hadith to foster a sense of faith in God for His power made for living things.

RESEARCH METHOD
This research took place in April 2019-June 2020. The object of this research is an Islamic integrated biochemical enrichment book on amino acids and proteins. These research subjects are chemistry education students UIN Syarif Hidayatullah Jakarta in the class of 2016/2017, also integration experts and media experts.
The method used is the research and development method, or Research and Development (R&D), producing educational products by following certain steps. The steps are carried out in accordance with the stages in the Four Steps Teaching Materials Development (4-STMD) model, which consists of the selection stage, the restructuring stage, the characterization stage, and the reduction stage. At the end of the study, the book feasibility test was conducted according to non-textbook assessment standards by Pusat Kurikulum dan Perbukuan (2014).
The initial stage of this research is the selection stage. The selection stage is a literature study to collect information related to the curriculum, select sources of teaching materials, and develop teaching materials (Hendri & Setiawan, 2016). So there are several activities carried out at the selection stage, there are (1) analysis of Program Learning Outcomes (PLO) and Course Learning Outcomes (CLO) programs contained in the Semester Lesson Plan of biochemical courses, (2) analysis of Islamic integration models, (3) collecting sources of teaching materials related to the material, (4) developing indicators, (5) making concept analysis, (6) making a conformity table of Islamic integrated biochemical material, (7) conducting material validation.
The structure stage is a stage that is carried out to develop the material in a didactic. Some of the activities carried out at this stage are (1) making concept maps, (2) macro structures, (3) multiple representations, (4) drafting teaching materials.
At the characterization stage, the concept that has been developed to be further developed into a basic idea writing test was tested to 60 chemistry education students in the class of 2016/2017, aiming to be able to test the level of students' understanding toward the draft teaching materials (Ashri & Hasanah, 2016). In addition, at the bottom of the instrument test, there is also a feedback column for students to assess the difficulty level of the concept, so the data from the characterization stage can identify easy and difficult concepts (Arifin, 2016).
The didactic reduction stage reduces difficult concepts from the characterization stage to be retested, so all the resulting concepts have an easy category.
This research is expected to produce products in the form of enrichment books worthy of being used in biochemistry courses. Therefore, this research's final stage is to conduct an appropriate test of enrichment book that has  There are several data analysis techniques used. It is in the material validation data used the Guttman scale with a score calculation of 1 for the answer "yes" and a score of 0 for the answer "no" (Riduwan, 2010). The data is then analyzed by calculating the percentage of totals obtained using the formula (Riduwan, 2010):

Percentage = × 100%
According to Riduwan (2010), the percentage obtained is then interpreted into the eligibility criteria with the categories contained in Table  1 as follows: Data gained at the characterization stage is analyzed by providing a score of 1 for each correct answer and 0 for the wrong answer. The total value obtained is calculated the percentage as in the previous stage, then making groups level of understanding based on the criteria in accordance with Rankin and Culhane (Arifin, 2016) contained in Table 2. Data analysis techniques used in the results of appropriate book test is scoring with Rating Scale, according to Riduwan (2010) with the score in the range scales 1 to 4. The resulting data has calculated the percentage as the previous stage, and the data is interpreted by grouping the appropriate criteria of a book in the material validation results at the selection stage; therefore, it can be known whether the resulting of Islamic integrated biochemical enrichment book is appropriate to use or not.

RESULT AND DISCUSSION
In producing Islamic integrated biochemical teaching materials, researchers used the Four Steps Teaching Material Development (4S-TMD) model, which consists of selection, restructuring, characterization, reduction, and the resulting teaching materials are worth to be used, so at the end of the study conducted appropriateness test of teaching materials. Thus the results and discussions will be explained based on the stages that have been done.

Selection Stage
The selection stage includes several activities carried out as the initial stage of enrichment book development. The first activity is to analyze the Learning Outcome Program (PLO) Lesson plan researchers also know the scope of what sub materials should be mastered from the study of biochemistry on amino acid and protein materials. Therefore, from the analysis of learning achievements in lesson plan, the development of amino acids and proteins that are integrated into Islam is the right thing to realize the learning achievements. Lesson plan analysis is also carried out by  to adjust the concept to be taught in lectures.
After knowing the learning achievements in lesson plan, an analysis of Islamic integration is carried out to determine the integration of biochemical material with Islam. Obtained from the research, the integration carried out is with the Al-Qur'an, Hadith, moral faith, and fiqh. Integration in this research refers to the Integration Guidelines listed in the Decree (SK) Rector UIN Jakarta (2017) This selection stage has produced a draft of amino acids and proteins that are integrated into Islam and have been in accordance with the learning achievements (PLO and CLO) in the lesson plan. This is in accordance with the purpose of the development of teaching materials using the Four Steps Teaching Material Development (4S-TMD) model that is to produce quality teaching materials in accordance with the demands of the curriculum (Ashri & Hasanah, 2015), and the development of values that can be explored when studying the material (Hendri & Setiawan, 2016), in this study the value developed in Islam.

Structurization Stage
The structurization stage is carried out to develop the material that has been validated at the selection stage. Therefore the concepts in the material can be structured in a didactic. According to Syamsuri et al. (2017), this can facilitate students associating one concept with another then student knowledge can be more structured. This stage produces several research results based on several activities carried out. The first is the concept map. The concept map was created to connect the concepts available because, according to Arifin (2016), the concept map can show one concept's relationship with another. Concepts are structured from a familiar concept to a specific concept accompanied by examples.
The second is the macrostructure. The creation of macro structures is carried out to outline the concepts presented in the enrichment book. From the macro structure which has been created, it can be determined that the enrichment book developed contains 6 chapter titles.
The last result obtained from the structure stage is multiple representations. All concepts contained in the concept analysis are equipped with three levels of representation consisting of microscopic, submicroscopic, and symbolic levels. The three levels of representation made to arrange the useful material to provide understanding to students in learning the materials in teaching materials because the material to be presented on the teaching material will be adapted to the image, symbols, or other chemicals, visual languages related to the material, in line with Windayani et al. (2018) to minimize misconceptions in students. The teaching materials used should look at the completeness of some levels of chemical representation. The creation of structure or material structure in the concept maps, macrostructures, and multiple representations at the structurization stage was also carried out by Rahman et al. (2019) and Wahidiyah et al. (2018) in their research to produce teaching materials, so the material presented has a systematic arrangement.
These structure stage results are used to compile the material in the enrichment book to be produced. The difference of biochemical teaching materials in this study is located in the integrated biochemical material of Islam. So the researchers compiled amino acids and proteins with explanations in terms of Islam that is strengthened by verses of the Al-Qur'an and Hadith. In addition to arranging the material to be structured, the author also arranges the layout between biochemical material, the writing of Al-Qur'an verses and Hadith, and images related to the material. Researchers also designed the contents of the book to add aesthetic value.
The feedback section at the bottom of the main idea writing test sheet is provided with the aim that students can respond to general concepts, whether they fall into easy or difficult categories. The results obtained from the feedback section are all concepts provided are easy for students to understand. The level of understanding of teaching materials is an important thing that must be considered in developing teaching materials. As Ashri & Hasanah (2016) stated, suitable teaching materials are teaching materials that are easy to understand by the user.
The main idea writing at the characterization stage was also carried out by Arifin (2016) and Hendri & Setiawan (2016) in the research to find out the level of understanding of concepts by students and identify difficult concepts.

Reduction Stage
The reduction stage is carried out when a concept has a low and moderate level of understanding. According to Munawwarah & Anwar (2016), they say the reduction stage is a stage that is carried out to reduce the problematic concept of teaching materials developed. Hence, teaching materials are more comfortable for students to understand. In this research, all concepts that have been tested to students have a high level of understanding and fall into an easy category,

Appropriateness Test of Enrichment Book
This research's final result is developing teaching materials of biochemical enrichment books integrated Islam worthy of use. Therefore, after passing the stages in the development model of Four Steps Teaching Material Development (4S-TMD), at the end of the research conducted appropriate book test that aims to provide an assessment of enrichment books, then it can be determined whether the resulting book is worthly to use or not. Expert lecturers of learning media carry out the test. The aspects assessed on enrichment books are based on the Guidelines for Non-Text Book Assessment by Pusat Kurikulum dan Perbukuan (2014). Assessment of material aspects has been done at the selection stage by expert lecturers. By adapting the assessment instruments by Pusat Kurikulum dan Perbukuan (2014), the book's assessment is entirely done on aspects of language, presentation, performance, and graphics. The results of the assessment by expert lecturers of learning media can be seen in table 5.  (2019), the main focus of readers in terms of graphics is the use of color and attractive graphic design to make the reader want to read the book's contents. The resulting teaching material is an integrated biochemical enrichment book of Islam, so there are many Verses of the Qur'an and Hadith, which are displayed with visual frames in each verse, thus adding aesthetics to the book. The book has also arranged the layout to match some material explanations, verses, and images on each page.
The average percentage gained in the secondhighest score is the language aspect, which is about 81.2% with good categories. This indicates that the language used is in accordance with the rules of good and correct Indonesian language. The language used is communicative, and the sentences arranged are easy to understand. Before conducting the due diligence, the author has made several improvements to the language aspect to get good writing results, because according to Jannah et al. (2018), the language needs to be presented as best as possible; therefore, the message conveyed is easy to understand.
The third score is in the performance aspect with a percentage value of 80% and classified as a good category, indicating that the  (2014) states that the printer is related to visuals (books) and books' physical embodiment.
The presenting aspect gets the lowest percentage value of 75% with a good category. The presentation aspect referred to the statement from the Center for Curriculum and Books (2014). It is noted that the presentation is related to the packaging or structuring of the material to affect the reader. Based on the value obtained indicates, the enrichment book has presented wellpackaged material and supported by illustrations that correspond to the material so that it is interesting to read.

CONCLUSION
Based on the research, it can be assumed that the development of teaching materials in the biochemical enrichment books integrated by Islam can be carried out using the development model Four Steps Teaching Material Development (4S-TMD), which consists of several stages, there are selection, restructuring, characterization, and reduction. At the end of the study, the appropriate teaching materials test was completely done to determine that the resulting teaching materials were appropriate for use. The existence of Islamic integrated biochemical teaching materials that have been produced is expected to support the study of biochemistry integrated Islam.
This study limits the focus of the material studied, namely amino acids and proteins in biochemical courses. It is expected that further research can be carried out on the integration of Islam in other chemicals.