Analysis of Islamic Value-Integrated Mathematics Learning: Efforts to Form Prospective Mathematics Teacher with Religious Character
DOI:
https://doi.org/10.31980/mosharafa.v13i2.2015Keywords:
Islamic Value, Learning Achievement, Mathematics Teacher, Religious Character, Guru Matematika, Karakter Religius, Nilai Islam, Prestasi BelajarAbstract
Penelitian ini menerapkan mixed methods dengan desain embedded experimental. Tujuan penelitian untuk mendeskripsikan implementasi pembelajaran matematika terintegrasi nilai Islam dalam membentuk karakter religious mahasiswa, dan menguji adanya pengaruh karakter religious dan motivasi terhadap prestasi belajar mahasiswa dalam pembelajaran matematika terintegrasi nilai Islam. Partisipan penelitian terdiri dari seorang dosen, seorang observer, dan 35 mahasiswa calon guru matematika. Pengumpulan data diperoleh melalui wawancara, angket, tes, dan observasi. Data kualitatif dianalisis secara deskriptif dan data kuantitatif dianalisis melalui uji korelasi dan ANOVA. Hasil penelitian menyimpulkan bahwa implementasi pembelajaran matematika terintegrasi nilai-nilai Islam dalam rangka mengembangkan karakter religious terdiri tiga tahap yaitu: tahap penanaman nilai, tahap implementasi, dan tahap reflection. Implementasi pembelajaran matematika terintegrasi nilai Islam telah membentuk mahasiswa memiliki karakter religious dan mampu mengingat 4 – 5 ayat Al Quran dan maknanya. Analisis inferensi menunjukkan terdapat korelasi antara variable religious charater dan motivation terhadap prestasi belajar. Ketiga variable memiliki hubungan searah (positif). Hal ini berarti, apabila religious charater dan motivation semakin tinggi maka prestasi belajar semakin tinggi (mengalami kenaikan). Secara simultan variable karakter religious dan motivasi berpengaruh signifikan terhadap variable prestasi belajar.
This study applies mixed methods with an embedded experimental design. The research objectives were to describe the implementation of Islamic values integrated mathematics learning in shaping students' religious character, and examine the influence of religious character and motivation on student achievement in learning mathematics integrated with Islamic values. The research participants consisted of a lecturer, an observer, and 35 students. Data collection was obtained through interviews, questionnaires, tests, and observation. Qualitative data were analyzed descriptively and quantitative data were analyzed through correlation tests and ANOVA. The results of the study concluded that the implementation of integrated mathematics learning with Islamic values in order to develop religious character consisted of three stages, namely the value instillation stage, the implementation stage, and the reflection stage. The implementation of learning mathematics integrated with Islamic values has formed students who have religious character and are able to remember 4-5 verses of the Koran and their meanings. Inference analysis shows that there is a correlation between religious character and motivation variables on learning achievement. The three variables have a unidirectional (positive) relationship. This means, if the religious character and motivation are higher, the learning achievement will be higher (increase). Simultaneously the variables of religious character and motivation have a significant effect on the learning achievement variable.
References
Abdullah, B. M., Murtiyasa, B., & Fuadi, D. (2021). Analysis of islamic value in learning mathematics era 4.0. Eduma : Mathematics Education Learning and Teaching, 10(1), 107–116. https://doi.org/10.24235/eduma.v10i1.7890
Afriansyah, E. A., Herman, T., & Dahlan, J. A. (2020). Mendesain soal berbasis masalah untuk kemampuan berpikir kritis matematis calon guru. Mosharafa: Jurnal Pendidikan Matematika, 9(2), 239-250.
Amir, A. (2022). Implementation of character education in the mathematics learning process. Logaritma: Jurnal Ilmu-Ilmu Pendidikan Dan Sains, 10(01), 49–66. https://doi.org/10.24952/logaritma.v10i01.5214
Arthur, Y. D., Dogbe, C. S. K., & Asiedu-Addo, S. K. (2022). Enhancing performance in mathematics through motivation, peer assisted learning, and teaching quality: The mediating role of Student interest. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), 1–13. https://doi.org/10.29333/EJMSTE/11509
Bahri, S., Akmal, N., & Saputra, E. (2022). Application of 5s culture in mathematics for the Islamic character building in slementary School students. International Journal of Trends in Mathematics Education Research, 5(1), 29–33. https://doi.org/10.33122/ijtmer.v5i1.103
Borgstede, M., & Scholz, M. (2021). Quantitative and qualitative approaches to generalization and replication–a representationalist view. Frontiers in Psychology, 12(605191), 1–9. https://doi.org/10.3389/fpsyg.2021.605191
Campbell, R., Goodman-Williams, R., Feeney, H., & Fehler-Cabral, G. (2020). Assessing triangulation across methodologies, methods, and stakeholder groups: The joys, woes, and politics of interpreting convergent and divergent data. American Journal of Evaluation, 41(1), 125–144. https://doi.org/10.1177/1098214018804195
Choirudin, C., Setiawan, A., Anwar, M. S., Riyana, E., Abrori, M. S., & Wahyudi, W. (2021). Development of qur’an and hadith-based mathematics module for students’ mathematical understanding and religious character. Jurnal Tatsqif, 19(2), 114–132. https://doi.org/10.20414/jtq.v19i2.4086
Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Doño, M. J. A., & Mangila, B. B. (2021). Mathematics teacher’s engagement and students’ motivation to learn mathematics. Infinity Journal, 10(2), 285–300. https://doi.org/10.22460/infinity.v10i2.p285-300
Ferland, M., Molinaro, C. F., Kosovich, J. J., & Flake, J. K. (2024). Using motivation assessment as a teaching tool for large undergraduate courses: reflections from the teaching team. Teaching of Psychology, 51(2), 220–226. https://doi.org/10.1177/00986283211066485
Fitriani, E. Y., & Fibriana, F. (2020). Analysis of religious characters and logical thinking skills after using solar system teaching material integrated with islamic science. Journal of Innovation in Educational and Cultural Research, 1(2), 69–76. https://doi.org/10.46843/jiecr.v1i2.7
Guetterman, T. C., Fetters, M. D., & Creswell, J. W. (2015). Integrating quantitative and qualitative results in health science mixed methods research through joint displays. Annals of Family Medicine, 13(6), 554–561. https://doi.org/10.1370/afm.1865
Hendrawan, D. N., & Hendriana, B. (2021). Pola asuh orang tua siswa dengan motivasi belajar matematika tingkat tinggi pada masa pandemi covid-19 [Parents’ parenting patterns with learning motivation higher level mathematics during the covid-19 pandemic]. Mosharafa: Jurnal Pendidikan Matematika, 10(3), 369–378. https://doi.org/10.31980/mosharafa.v10i3.1020
Inganah, S., & Rizki, N. (2023). Integration of islamic values, mathematics, and career readiness competencies of prospective teachers in islamic universities. Delta-Phi: Jurnal Pendidikan Matematika, 1(1), 23–30.
Istiqlal, M., & Jumadi, J. (2018). Strengthening islamic character through mathematics learning. MUDARRISA: Journal of Islamic Education, 9(2), 188. https://doi.org/10.18326/mdr.v9i2.188-207
Keck, C., Mayer, A., & Rosseel, Y. (2023). Evaluation of frequentist test statistics using constrained statistical inference in the context of the generalized linear model. Health Psychology and Behavioral Medicine, 11(1), 1–17. https://doi.org/10.1080/21642850.2023.2222164
Kementerian Agama R.I. (2010). Al Quran online. In Qur’an Kemenag. Kementerian Agama Republik Indonesia.
Kusmaryono, I., Wijayanti, D., & Maharani, H. R. (2022). Number of response options, reliability, validity, and potential bias in the Use of the Likert scale education and social science research: A literature review. International Journal of Educational Methodology, 8(4), 625–637. https://doi.org/10.12973/ijem.8.4.625
Latifah, Y., Maryati, I., Sundayana, R., & Afriansyah, E. A. (2022). Kajian literatur: Efektivitas penggunaan pendekatan realistics mathematic educations terhadap kemampuan koneksi matematis siswa. Math Didactic: Jurnal Pendidikan Matematika, 8(3), 309-315.
Mahmudah, I., Uin, M., & Kalijaga, S. (2022). Integration of Islamic value in mathematics learning in class IV students of madrasah ibtidaiyah. Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiya H, 6(4), 1075–1087. https://doi.org/10.35931/am.v6i4
Masduki, Khotimah, R. P., Sutarni, S., & Toyib, M. (2015). Integrating islamic values in mathematics learning: a strategy of developing student’s character. University Research Colloquium, 11617(5118), 216–232.
Midway, S., Robertson, M., Flinn, S., & Kaller, M. (2020). Comparing multiple comparisons: practical guidance for choosing the best multiple comparisons test. Peer Journal, 8(e10387), 1–26. https://doi.org/10.7717/peerj.10387
Riswanto, A., & Aryani, S. (2017). Learning motivation and student achievement: description analysis and relationships both. COUNS-EDU: The International Journal of Counseling and Education, 2(1), 42–47. https://doi.org/10.23916/002017026010
Rizal, S., Nahar, S., & Al Farabi, M. (2023). Islamic values: Integration in learning mathematics and science at man 2 Level 2022/2023 academic year. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(3), 732–745. https://doi.org/10.31538/munaddhomah.v4i3.653
Rusydiyah, F. E., Rahman, M. R., Wulandari, L., & Abidin, A. Z. (2023). Integration of Islamic religious education learning in mathematics as an effort to strengthen student character education. Tadris, 18(1), 1–20. https://doi.org/10.19105/tjpi.v18i1.7073
Siregar, I., & Andika, T. (2020). Strategi motivasi green’s, gaya baru pembelajaran matematika pada siswa kemampuan rendah di Indonesia [Green’s motivational strategy, new style of learning mathematics in low ability students in Indonesia]. Mosharafa: Jurnal Pendidikan Matematika, 9(3), 383–394. https://doi.org/10.31980/mosharafa.v9i3
Soto-Sanfiel, M. T., & Mäder, M. T. (2020). Identifying with a religious character. Journal of Religion in Europe, 14(71), 1–31. https://doi.org/10.1163/18748929-20201471
Sudihartinih, E. (2019). Facilitating mathematical understanding in three-dimensional geometry using the solo taxonomy. Erudio Journal of Educational Innovation, 6(1), 11–18. https://doi.org/10.18551/erudio.6-1.2
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Mosharafa: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
