Integrasi interkoneksi matematika agama dan budaya

Sugilar, Hamdan; Rachmawati, Tika Karlina; Nuraida, Ida

doi:10.15575/ja.v5i2.6717

Cited by 23 publications

(27 citation statements)

References 1 publication

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“…Integrasi nilai-nilai ajaran Islam dalam pembelajaran matematika bukan hanya kebutuhan tetapi keharusan dan tanggung jawab, dan guru sendiri dapat mendesain melalui soalsoal level PISA dan terbukti meningkatkan motivasi belajar siswa dan beramal Islami (Lutfianto & Sari, 2017), dan konsep integrasi yang menekankan pada materi-materi pelajaran dikaitkan dengan nilai-nilai keislaman (Tahir, 2021). Penelitian Tijah, (2019) integrasi matematika dalam Islam dapat di kolaborasikan pula dengan kearfian lokal (Sugilar et al, 2019), serta integrasi matematika dan nilai-nilai Islam dalam RPP dan LAS (Wulandari et al, 2020).…”

Section: G Komparasi Hasil Penelitian Integrasi Nilai-nilai Islam Pad...unclassified

Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter Peserta Didik

Fitrah¹,

Kusnadi

2022

JES

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Tujuan utama penelitian ini ialah mengeksplorasi beberapa hasil penelitian relevan dalam konsep pengintegrasian nilai-nilai islam dalam membelajarkan matematika sebagai bentuk penguatan karakter peserta didik. Metode penelitian ini ialah menggunakan studi kepusatakaan dengan rujukan dasar ialah Al-Qur’an, hadis, dan hasil penelitian terbaru (update) 5 tahun terakhir. Hasil penelitian menunjukkan bahwa guru harus menumbuhkan kembangkan dan mengintrepretasikan skill yang dimiliki untuk mengintegrasikan nilai ke-Islam-an yang berkaitan erat dengan matematika. Sehingga outpot dapat mengantarkan peserta didik menjadi insan yang berkemajuan dan berkarakter. Ditinjau dari pembelajaran matematika, bahwa mengintegrasikan nilai-nilai ke-Islam-an ialah memadukan antara nilai-nilai Islam dengan pembelajaran matematika yang tentu pada akhirnya diantara perpaduan itu akan menjadi satu kesatuan yang relevan. Terdapat beberapa konsep matematika dalam Al-Qur’an yang dapat diintegrasika, seperti: penjumlahan, perkalian, garis dan sudut, himpunan, bilangan, pengukuran, dan barisan dan deret aritmetika, dan lainnya. Disamping itu, terdapat beberapa langkah strategi pembelajaran yang dikaitkan dengan pengintegrasian nilai-nilai Islam, seperti; selalu menyebut nama Allah SWT, menyisipkan ayat atau hadits yang relevan, penelusuran sejarah, dan simbol ayat-ayat alam semesta. Tentu dari beberapa strategi tersebut memberikan efek positif pembelajaran matematika guna menumbuh kembangkan sikap jujur, sikap konsisten dan sistematis terhadap aturan, sikap adil, sikap tanggung jawab, dan sikap percaya diri.

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Section: G Komparasi Hasil Penelitian Integrasi Nilai-nilai Islam Pad...unclassified

Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter Peserta Didik

Fitrah¹,

Kusnadi

2022

JES

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“…The teacher emphasises that the statistical content follows the conventional didactics because she lacks expertise. She mentions she does not know the different mathematics education theories; therefore, from her pedagogical practice, she does not plan a process that can be approached from the needs of the context (Sugilar et al, 2019 In this sense, the advisors took an active but not fixed role. They were the suitable people to observe, understand, and improve the learning process of probability.…”

Section: The Guidance Principlementioning

confidence: 99%

Characterisation of Probability Learning in a Rural Environment with the Realistic Mathematics Education

2022

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Background: As statistics has pragmatic effects in other sectors, this work argues for proposing teaching-learning strategies based on real situations. Objectives: Characterise probability learning in a rural environment with realistic mathematics education. Design: Of a qualitative nature with an action-participatory research design, through five methodological phases. Setting and participants: Students from rural areas of the department of Córdoba-Colombia, the mathematics education teacher of that department, and the research group. Data collection and analysis: The qualitative data were grouped into categories of realistic mathematics education. Results: The research revealed that the students present interpretive, theoretical, and algorithmic difficulties. It also highlighted that realistic mathematics education reflects human activity in the statistical learning process. Conclusions: The contextualised problems allow students to reach meaningful knowledge. Besides, the teacher cooperates in formalising learning due to its structuring, systematisation, and regularisation under the realistic mathematics education criteria.

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“…Oleh sebab itu, perlu digunakan suatu model pembelajaran matematika yang mampu mengintegrasikan kehidupan budaya para siswa ke dalam pembelajaran matematika. Apabila matematika diintegrasikan dengan bidang lain contohnya unsur budaya, matematika tersebut akan lebih kontekstual (Sugilar et al, 2019).…”

Section: Statistikunclassified

Pengaruh Model Pembelajaran Probing-Prompting Berbasis Etnomatematika Terhadap Prestasi Belajar Matematika Siswa

Maure¹,

Jenahut²

2021

MEJ

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One of the reasons for the low student achievement in mathematics is that the mathematics learning process carried out by the teacher tends to be theoretical and less contextual. Mathematics learning needs to be linked to student culture so that there is no gap between mathematics in everyday life and at school. Thus, it is necessary to apply a mathematics learning model based on ethno-mathematics. This study aims to determine the effect of the ethnomatematic based probing-prompting learning model on students' mathematics learning achievement. This type of research is quantitative research with pre-experimental methods and one-group pretest-posttest design. The sample of this research is class VIII A SMPK St. Yoseph Naikoten Kupang, totaling 24 people. The pretest and posttest values as research data were analyzed using the SPSS version 22 program. Based on the results of data analysis, thitung (39,594)> ttabel (2,069) with an error rate of 0.05, which means accept Ha or the ethnomatematic based probing-prompting learning model has an influence which is significant towards the mathematics learning achievement of students class VIII SMPK St. Yoseph Naikoten Kupang.

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Integrasi interkoneksi matematika agama dan budaya

Cited by 23 publications

References 1 publication

Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter Peserta Didik

Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter Peserta Didik

Characterisation of Probability Learning in a Rural Environment with the Realistic Mathematics Education

Pengaruh Model Pembelajaran Probing-Prompting Berbasis Etnomatematika Terhadap Prestasi Belajar Matematika Siswa

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