Exploring the Roles of Religious Beliefs to Value Mathematics Education: An Alternative to the Madrasa Reform?

Abstract

Religion is considered as the richest source of values, which guides individuals' decisions in various aspects of life, including instructional practices for teachers. This idea has given rise to some research that identifies the relationships between religious beliefs and teaching. This paper explores the roles of pedagogical principles in religion toward the development of teachers' pedagogical values and proposes a value-based approach comprising the principles as a catalyst to reform mathematics education in madrasa. Literature on Islamic pedagogy, teachers' personal religious beliefs and the connection to their beliefs in teaching, and values research are thoroughly reviewed following the procedures of a systematic review. The review reveals the importance of so-called religious-based pedagogical tenets to prepare prospective teachers and synthesize the ways to reform mathematics education in madrasa.