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All Journal Journal of Education Action Research ATTANWIR: Jurnal Keislaman dan Pendidikan
Decky Avrilianda
Universitas Negeri Semarang, Semarang, Indonesia
Education

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Problem-Based Learning and Mathematical Creativity in the Perspective of Islamic Education Ika Yuli Retnawati; Nuni Widiarti; Decky Avrilianda; Ngabiyanto
Attanwir : Jurnal Keislaman dan Pendidikan Vol. 17 No. 01 (2026): Maret
Publisher : Institut Attanwir Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53915/attanwir.v17i01.140

Abstract

Problem-Based Learning (PBL) has been increasingly recognized as an effective pedagogical approach in mathematics education, particularly for enhancing students’ critical and creative thinking skills. This study examines the integration of PBL with Islamic educational principles to foster mathematical creativity and character development in students. Using a qualitative theoretical approach and an extensive literature review, the research explores how PBL can be implemented in Islamic-based mathematics education, identifies practical strategies, and addresses challenges such as teacher readiness, infrastructure limitations, and technological integration. Findings indicate that PBL not only deepens students’ conceptual understanding and problem-solving abilities but also promotes moral and spiritual development by embedding Islamic values such as honesty, perseverance, and ethical conduct in learning activities. The study highlights practical implications, including the use of storytelling-based e-comics and AI-supported learning tools, to create a more interactive, contextual, and value-oriented learning environment. Overall, integrating PBL with Islamic education offers a holistic approach that enhances both academic outcomes and character formation in mathematics education.
Learning at the Right Level (TaRL) with the Help of Learning Media: Impact on Students' Mathematics Learning Outcomes Gilang Eko Setyo Suharjono; Harianingsih; Ellianawati; Decky Avrilianda
Journal of Education Action Reseach Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v9i3.96480

Abstract

Mathematics learning is often considered complex by students, leading to low learning outcomes due to limited understanding of the material and a lack of active engagement. This study aims to analyze various studies on the Teaching at the Right Level (TaRL) approach assisted by learning media on students' mathematics learning outcomes in the 2020-2025 period. The research method is a Systematic Literature Review (SLR). Data collection was conducted using the Publish or Perish software through the application of the PRISMA protocol. A total of 13 articles have met the inclusion criteria from the initial 500 articles obtained. The results show that this approach significantly improves students' mathematics learning outcomes. Students who receive learning tailored to their level of understanding through interactive media show higher improvements in understanding basic mathematical concepts compared to students who follow conventional learning. TaRL allows teachers to group students based on their actual ability level, rather than by age class, so that learning interventions are more focused and effective. In conclusion, the TaRL approach has shown a positive impact in improving students' mathematics learning outcomes through the assistance of learning media. This study provides in-depth insights for teachers regarding the need to design learning by considering student abilities and utilizing learning media appropriately to optimize learning outcomes.
Co-Authors Ellianawati, Ellianawati Gilang Eko Setyo Suharjono Harianingsih Ika Yuli Retnawati Ngabiyanto Nuni Widiarti