Sri Pujilestari, Imam Sujarwo, Sri Harini, Agus Miftakus Surur, Hasnah Binti Mohamed

Pembelajaran Aritmetika Sosial Berbasis Kisah Islami: Inovasi Modul Kontekstual untuk Penguatan Karakter dan Pemahaman Konsep

Introduction

Pembelajaran aritmetika sosial berbasis kisah islami: inovasi modul kontekstual untuk penguatan karakter dan pemahaman konsep. Jelajahi inovasi modul aritmetika sosial SMP berbasis kisah Islami. Tingkatkan pemahaman konsep matematika, penguatan karakter, & kesadaran spiritual siswa melalui pendekatan kontekstual.

Abstract

This study aims to describe the integration of Islamic values into the teaching of social arithmetic at the junior high school level through a contextual approach, to identify forms of Islamic value representation within the instructional module, and to explore students’ perceptions of mathematical understanding through an Islamic narrative-based approach. This qualitative descriptive research employed data collection techniques including document analysis of the module, semi-structured interviews, and limited classroom observation. Data were analyzed using Miles and Huberman’s model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that the module “Young Muslim Entrepreneur with Mathematics” successfully integrates Islamic values into social arithmetic content through meaningful storytelling and reflective learning activities. Islamic values are represented through selected Qur’anic verses, hadiths, contextual stories, calculation problems, and learning tasks aligned with sharia principles such as honesty, prohibition of usury (riba), zakat, and social responsibility. Students demonstrated improved conceptual understanding and increased motivation to learn mathematics through this integrative approach. The modules analyzed in this study are the results of the development of the theses of students in the Masters Program in Mathematics Education. These findings suggest that mathematics learning integrated with Islamic values not only enhances cognitive comprehension but also contributes to character formation and students’ spiritual awareness.   Penelitian ini bertujuan untuk mendeskripsikan integrasi nilai-nilai Islam dalam pembelajaran aritmetika sosial tingkat SMP melalui pendekatan kontekstual, mengidentifikasi bentuk representasi nilai keislaman dalam modul pembelajaran, serta mengeksplorasi persepsi siswa terhadap pemahaman konsep matematika melalui pendekatan berbasis kisah Islami. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui analisis dokumen modul, wawancara semi-terstruktur, dan observasi terbatas. Analisis data dilakukan dengan model Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa modul “Pengusaha Muslim Muda bersama Matematika” berhasil mengintegrasikan nilai-nilai Islam ke dalam materi aritmetika sosial melalui narasi kontekstual dan aktivitas reflektif. Representasi nilai keislaman ditampilkan dalam bentuk ayat, hadis, konteks kisah, soal perhitungan, dan aktivitas pembelajaran yang mencerminkan prinsip-prinsip syariah seperti kejujuran, larangan riba, zakat, dan tanggung jawab sosial. Siswa menunjukkan pemahaman konsep matematika yang lebih baik serta minat belajar yang meningkat melalui pendekatan ini. Modul yang dianalisis dalam penelitian ini merupakan hasil pengembangan dari tesis mahasiswa Program Magister Pendidikan Matematika. Temuan ini mengindikasikan bahwa pembelajaran matematika berbasis integrasi nilai keislaman tidak hanya memperkuat pemahaman kognitif, tetapi juga berkontribusi pada pembentukan karakter dan kesadaran spiritual peserta didik.

Review

This study, titled "Pembelajaran Aritmetika Sosial Berbasis Kisah Islami: Inovasi Modul Kontekstual untuk Penguatan Karakter dan Pemahaman Konsep," addresses a pertinent area in educational innovation: the integration of faith-based values into core academic subjects. The authors clearly articulate three primary objectives: to describe the integration of Islamic values into junior high social arithmetic using a contextual approach, to identify the specific forms of Islamic value representation within the developed instructional module, and to explore students' perceptions of mathematical understanding through this Islamic narrative-based approach. This research promises valuable insights into how contextualized, value-driven pedagogy can enhance both cognitive and affective learning outcomes, particularly within an Islamic educational framework. The methodology employed is a qualitative descriptive research design, utilizing a robust set of data collection techniques including document analysis of the module, semi-structured interviews with students, and limited classroom observation. This mixed approach allows for a comprehensive understanding of both the module's content and its impact in practice. Data analysis followed the well-established Miles and Huberman model, ensuring systematic data reduction, display, and conclusion drawing. The findings are compelling: the module, named “Young Muslim Entrepreneur with Mathematics,” successfully integrates Islamic values into social arithmetic through meaningful storytelling and reflective activities. Islamic values are demonstrably represented via Qur’anic verses, hadiths, contextual stories, calculation problems, and learning tasks aligned with sharia principles such as honesty, prohibition of usury, zakat, and social responsibility. Crucially, students reported improved conceptual understanding and increased motivation, signaling the efficacy of this innovative approach. It is also noteworthy that the modules themselves originated from Masters Program in Mathematics Education theses, indicating a grounded development process. Overall, this research highlights a significant contribution to both mathematics education and character development. The integration of Islamic values not only fosters a deeper cognitive comprehension of social arithmetic but also plays a vital role in shaping students’ character and spiritual awareness. This integrative approach offers a valuable model for educators seeking to make mathematics more relevant and engaging by connecting it to students' cultural and spiritual contexts. The study’s findings provide a strong foundation for further exploration into faith-based STEM education and suggest promising avenues for developing curricula that simultaneously achieve academic excellence and holistic student development.

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