Development of Islamic Value-Based Mathematics Teaching Materials to Improve Students' Understanding of Mathematical Concepts
DOI:
https://doi.org/10.15575/ja.v8i1.17073Keywords:
Concept Understanding, Development, Islamic Values, ModuleAbstract
Penelitian ini bertujuan untuk menghasilkan media dalam modul berbasis Islam pada materi Aritmatika Sosial dalam meningkatkan pemahaman konsep matematika siswa. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE. Tahapan yang dilakukan adalah Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi. Data penelitian diperoleh dengan menggunakan kuesioner, wawancara, dan tes khusus. Hasil penilaian berdasarkan angket validasi ahli materi untuk modul ini termasuk dalam kategori “Valid†dengan skor rata-rata 83%. Penilaian ahli media memperoleh skor rata-rata 87% dalam kategori “Validâ€. Pada uji coba lapangan skala besar diperoleh rata-rata 83% dengan kriteria “Menarikâ€. Kualitas keefektifan produk dilihat dari tes hasil belajar. Hasil analisis data dengan menggunakan uji-t pembelajaran menggunakan modul matematika berbasis Islam yang diterapkan di kelas VII 1 lebih efektif daripada di kelas VII 2 yang pendidikannya tidak menggunakan modul matematika berbasis Islam. Hasil analisis menggunakan N-Gain adalah peningkatan pemahaman konsep matematika siswa. Berdasarkan hasil tersebut dapat disimpulkan bahwa modul berbasis Islam adalah valid (layak), menarik, praktis untuk digunakan sebagai sumber belajar, dan dapat meningkatkan pemahaman konsep matematika siswa.
Â
Â
This study aims to produce media in Islamic-based modules on social arithmetic material in improving students' understanding of mathematical concepts. The study method used is Research and Development (R&D) with the ADDIE development model. The stages carried out are Analysis, Design, Development, Implementation, and Evaluation. The research data was obtained using questionnaires, interviews, and special tests. The assessment results based on a material expert validation questionnaire for this module are included in the "Valid" category with an average score of 83%. The media expert's assessment obtained an average score of 87% in the "Valid" category. In a large-scale field trial, an average of 83% was obtained with the "Attractive" criteria. The quality of the product's effectiveness is seen from the learning outcomes test. The results of data analysis using t-test learning using Islamic-based mathematics modules that are applied in class VII 1 are more effective than in class VII 2, whose education does not use Islamic-based mathematics modules. The analysis results using N-Gain are an increase in students' understanding of mathematical concepts. Based on these results, it can be concluded that Islamic-based modules are valid (feasible), attractive, practical to be used as learning resources, and can improve students' understanding of mathematical concepts.
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. https://doi.org/10.24235/eduma.v10i1.7890
Bringula, R., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learning Environments, 8(1), 22. https://doi.org/10.1186/s40561-021-00168-5
Budi Susetyo. (2016). Statistika Untuk Analisis Data Penelitan. Refika Aditama.
Choirudin, C., Ningsih, E. F., Anwar, M. S., Choirunnisa, A., & Maseleno, A. (2020). The Development of Mathematical Students Worksheet Based on Islamic Values Using Contextual Approach. International Journal on Emerging Mathematics Education, 3(2), 152–161. https://doi.org/10.12928/ijeme.v3i2.13286
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
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Duli, N. (2019). Metodologi Penelitian Kuantitatif: Beberapa Konsep Dasar Untuk Penulisan Skripsi & Analisis Data Dengan SPSS. Deepublish.
Durak, H. Y. (2022). Role of personality traits in collaborative group works at flipped classrooms. Current Psychology. https://doi.org/10.1007/s12144-022-02702-1
Huda, M., Yusuf, J. B., Azmi Jasmi, K., & Nasir Zakaria, G. (2016). Al-Zarnūjī’s Concept of Knowledge (‘Ilm). SAGE Open, 6(3), 2158244016666885. https://doi.org/10.1177/2158244016666885
Isnaniah, & Imamuddin, M. (2020). Students’ Understanding of Mathematical Concepts Using Manipulative Learning Media in Elementary Schools. Journal of Physics: Conference Series, 1471, 012050. https://doi.org/10.1088/1742-6596/1471/1/012050
Kartika, Y. (2018). Analisis Kemampuan Pemahaman Konsep Matematis Peserta Didik Kelas VII SMP Pada Materi Bentuk Aljabar. Jurnal Pendidikan Tambusai, 2(2), 777–785. https://doi.org/10.31004/jptam.v2i4.25
Mustamin, A., & Wahono, B. (2020). Internalization Of Islamic Values In Science Education. 2, 2020. https://doi.org/10.29300/ijisedu.v2i1.2671
Rach, S., & Ufer, S. (2020). Which Prior Mathematical Knowledge Is Necessary for Study Success in the University Study Entrance Phase? Results on a New Model of Knowledge Levels Based on a Reanalysis of Data from Existing Studies. International Journal of Research in Undergraduate Mathematics Education, 6(3), 375–403. https://doi.org/10.1007/s40753-020-00112-x
Saripudin, G. (2021). Pengembangan Bahan Ajar Bermuatan Kontekstual Islami Terhadap Kemampuan Pemahaman Konsep Matematis Siswa. Utile: Jurnal Kependidikan, 7(1), 10–17. https://doi.org/10.37150/jut.v7i1.1124
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. CV. Alfabeta.
Syamsuar, S., Sulasteri, S., Suharti, S., & Nur, F. (2021). Bahan Ajar Matematika Terintegrasi Islam untuk Meningkatkan Religiusitas dan Hasil Belajar Siswa. Suska Journal of Mathematics Education, 7(1), 13–20. https://doi.org/10.24014/sjme.v7i1.10827
Takwa, T., Mania, S., Abrar, A. I. P., Nur, F., & Mattoliang, L. A. (2021). Pengembangan Bahan Ajar Matematika Berbasis Model Discovery Learning Pada Materi Barisan dan Deret. EKSAKTA : Jurnal Penelitian Dan Pembelajaran MIPA, 6(2), 193–201. https://doi.org/10.31604/eksakta.v6i2.193-201
Yuniati, S., & Sari, A. (2018). Pengembangan Modul Matematika Terintegrasi Nilai-Nilai Keislaman melalui Pendekatan Realistic Mathematics Education di Propinsi Riau. Jurnal Analisa, 4(1), 1–9. https://doi.org/10.15575/ja.v4i1.1588
Downloads
Published
Issue
Section
License
Authors who publish in Jurnal Analisa agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3.Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
