Effectiveness of Use of Islamic Integrated Mathematics E-Modules To Improve Mathematical Problem Solving Capability

Authors

Hanif Khairi , Dony Permana , Yerizon , I Made Arnawa

DOI:

10.29303/jppipa.v9i12.6247

Published:

2023-12-20

Issue:

Vol. 9 No. 12 (2023): December

Keywords:

effectiveness, e-module, integrated, mathematics

Research Articles

Downloads

How to Cite

Khairi, H., Permana, D. ., Yerizon, & Arnawa, I. M. . (2023). Effectiveness of Use of Islamic Integrated Mathematics E-Modules To Improve Mathematical Problem Solving Capability. Jurnal Penelitian Pendidikan IPA, 9(12), 12221–12225. https://doi.org/10.29303/jppipa.v9i12.6247
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The unavailability of teaching materials that can support mathematical problem-solving abilities and are integrated with Islamic teaching values makes it difficult for SMP IT educators to hone students' mathematical problem-solving abilities and difficulties in instilling Islamic values in students. One solution that educators can use in learning is to use e-modules. E-module is a teaching material that has the characteristics of independent learning principles. This research aims to see the effectiveness of using mathematics e-modules that are integrated with Islamic values in facilitating students' mathematical problem-solving abilities. This type of research is pre-experimental research and the research design is one group pre-test-post test design. The sampling method is purposive sampling, where one class is taken directly from the population as a research sample. The subjects of this research were 24 students in class VIII.1 at SMP IT Qurrata A'yun Batusangkar. The effectiveness of the mathematics e-module can be seen from the comparison of the results of the pre-test and post-test of students' mathematical problem-solving abilities. The final results of the student's mathematical problem-solving ability test obtained were 57% of the total maximum score, while the results of the student's initial mathematical problem-solving ability test were only 22% of the maximum score. Because 57%>22%, these results indicate that the use of Islamic integrated mathematics e-modules is effective in facilitating students' mathematical problem-solving abilities.

References

Akbar, F. H., Rahayu, R., & Wanabuliandari, S. (2022). The Effectiveness of PBL Model with STEAM Approach Assisted by Android Application on Students’ Mathematical Problem Solving Ability. Journal of Education Technology, 6(3), 548–559. https://doi.org/10.23887/jet.v6i3.45693

Anggraini, P. M., Gusmania, Y., Amelia, F., & Kusuma, B. N. (2023). Development of an Exe-Learning-based Mathematics E-module on Sequences and Series. Hipotenusa : Journal of Mathematical Society, 5(1), 44–58. https://doi.org/10.18326/hipotenusa.v5i1.9023

Azzuhro, M., & Salminawati, S. (2023). Integration of Mathematics Learning with Islamic Values in Elementary Schools. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 5(2), 397–413. https://doi.org/10.37680/scaffolding.v5i2.3000

Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. https://doi.org/10.1080/03057260701828101

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367

Cuevas, J. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 13(3), 308–333. https://doi.org/10.1177/1477878515606621

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

Dempsey, A. M. K., Nolan, Y. M., Lone, M., & Hunt, E. (2023). Examining Motivation of First-Year Undergraduate Anatomy Students Through the Lens of Universal Design for Learning (UDL): A Single Institution Study. Medical Science Educator, 33(4), 945–953. https://doi.org/10.1007/s40670-023-01823-x

Dini, A., Rahmatan, H., Muhibbudin, Nurmaliah, C., & Safrida. (2023). Application of the E-module combined with the Guided Inquiry Learning Model to Increase Student Motivation and Learning Outcomes on the Structure and Function of Plant Tissues. Jurnal Penelitian Pendidikan IPA, 9(6), 4768–4776. https://doi.org/10.29303/jppipa.v9i6.3857

Gradini, E., Mulyani, S. R., & Asnawi, A. (2021). Development of Social Arithmetic Teaching Materials with Islamic Characters on 7th Grader Students. Eduma : Mathematics Education Learning and Teaching, 10(1), 27. https://doi.org/10.24235/eduma.v10i1.8062

Hadiyanti, N. F. D., Hobri, Prihandoko, A. C., Susanto, Murtikusuma, R. P., Khasanah, N., & Maharani, P. (2021). Development of mathematics e-module with STEM-collaborative project based learning to improve mathematical literacy ability of vocational high school students. Journal of Physics: Conference Series, 1839(1), 012031. https://doi.org/10.1088/1742-6596/1839/1/012031

Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897

Jatain, D., Singh, V., & Dahiya, N. (2023). An exploration of the causal factors making an online course content popular & engaging. International Journal of Information Management Data Insights, 3(2), 100194. https://doi.org/10.1016/j.jjimei.2023.100194

Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. https://doi.org/10.1016/j.tbench.2023.100115

Mahmudah, I., & Muqowim, M. (2022). Integration Of Islamic Values In Mathematics Learning In Class IV Students Of Madrasah Ibtidaiyah. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(4), 1075. https://doi.org/10.35931/am.v6i4.1143

Mangwende, E., & Maharaj, A. (2019). Barriers to Mathematics Teachers’ Use of Their Knowledge of Students’ Learning Styles in Mathematics Teaching: A Case of Secondary Schools in Zimbabwe. EURASIA Journal of Mathematics, Science and Technology Education, 16(1). https://doi.org/10.29333/ejmste/109198

Mawardi, K., Dewi, E. S., Asmah, S., Pratiwi, T. N., Sari, U. I., Putra, F. G., & Widayanti. (2019). Developing Islamic-Nuanced Linear Algebra Module with Guided-Inquiry approach in the Matrix Material. Journal of Physics: Conference Series, 1155, 012080. https://doi.org/10.1088/1742-6596/1155/1/012080

Maya-Jariego, I., Muñoz-Alvis, A., Polo-Vargas, J. D., Palacio-Sañudo, J. E., & De Castro-Correa, A. M. (2022). Organisational factors in the implementation of educational modules at schools in Barranquilla (Colombia). Humanities and Social Sciences Communications, 9(1), 63. https://doi.org/10.1057/s41599-022-01081-z

Moreno-Guerrero, A.-J., Aznar-Díaz, I., Cáceres-Reche, P., & Alonso-García, S. (2020). E-Learning in the Teaching of Mathematics: An Educational Experience in Adult High School. Mathematics, 8(5), 840. https://doi.org/10.3390/math8050840

Muslimin, M., Putri, R. I. I., Zulkardi, Z., & Aisyah, N. (2020). Learning Integers With Realistic Mathematics Education Approach Based On Islamic Values. Journal on Mathematics Education, 11(3), 363–384. https://doi.org/10.22342/jme.11.3.11721.363-384

Nihayati, N., Khoiriyah, S., Nurmitasari, N., & Kayyis, R. (2022). Mathematics teaching materials of set integrated with Islamic values. International Journal of Trends in Mathematics Education Research, 5(2), 174–179. https://doi.org/10.33122/ijtmer.v5i2.152

Penuel, W. R., Reiser, B. J., McGill, T. A. W., Novak, M., Van Horne, K., & Orwig, A. (2022). Connecting student interests and questions with science learning goals through project-based storylines. Disciplinary and Interdisciplinary Science Education Research, 4(1), 1. https://doi.org/10.1186/s43031-021-00040-z

Permana, N. (2023). Improving Students Mathematics Learning Outcomes Through Sundanese Ethnomathematics: A Systematic Literature Review. AB-JME: Al-Bahjah Journal of Mathematics Education, 1(1), 11–21. https://doi.org/10.61553/abjme.v1i1.12

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

Rajabalee, Y. B., & Santally, M. I. (2021). Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26(3), 2623–2656. https://doi.org/10.1007/s10639-020-10375-1

Rakhmawati, I. A. (2023). Social Arithmetics Module Based on Islamic Values and Realistic Mathematics Education to Improve Students’ Problem-Solving Skills. Edumatika : Jurnal Riset Pendidikan Matematika, 6(1). https://doi.org/10.32939/ejrpm.v6i1.1353

Sari, A. M., & Ariswan, A. (2021). The Integrated Physics Learning E-Module with Pancasila Character Values in Work and Energy Subjects as Solution to Improve Students’ Critical Thinking Ability and Independence: Is It Effective? Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 10(1), 85–101. https://doi.org/10.24042/jipfalbiruni.v10i1.7749

Sujadi, I., Budiyono, Kurniawati, I., Wulandari, A. N., Andriatna, R., & Puteri, H. A. (2023). The Abilities of Junior High School Students in Solving PISA-Like Mathematical Problems on Uncertainty and Data Contents. Jurnal Penelitian Dan Pengembangan Pendidikan, 7(1), 102–109. https://doi.org/10.23887/jppp.v7i1.51931

Yasin, M., Huda, S., Putra, F. G., Syazali, M., Umam, R., & Widyawati, S. (2020). IMPROVE Learning Model and Learning Independence: Influence and Interaction on Mathematics Problem-Solving Abilities in Islamic Boarding School. Journal of Physics: Conference Series, 1467(1), 012003. https://doi.org/10.1088/1742-6596/1467/1/012003

Yeh, C. Y. C., Cheng, H. N. H., Chen, Z.-H., Liao, C. C. Y., & Chan, T.-W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14(1), 5. https://doi.org/10.1186/s41039-019-0100-9

Author Biographies

Hanif Khairi, Universitas Negeri Padang

Dony Permana, Universitas Negeri Padang

Yerizon, Universitas Negeri Padang

I Made Arnawa, Universitas Negeri Padang

License

Copyright (c) 2023 Hanif Khairi, Dony Permana, Yerizon, I Made Arnawa

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  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 Jurnal Penelitian Pendidikan IPA.
  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).