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All Journal Jurnal Ilmiah Ekonomi Islam Union: Jurnal Ilmiah Pendidikan Matematika
Cici Utami Salamah
Universitas Pendidikan Indonesia
Economics, Econometrics & Finance Education Mathematics Social Sciences

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Analisis Konsep Bunga dalam Matematika dan Kaitannya dengan Praktik Riba dalam Ekonomi Islam Cici Utami Salamah; Syahidin
Jurnal Ilmiah Ekonomi Islam Vol. 12 No. 2 (2026): Jurnal Ilmiah Ekonomi Islam
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v12i2.19433

Abstract

The concept of interest in financial mathematics plays an important role in various modern financial activities, but its meaning often conflicts with Islamic economic principles that prohibit usury. This study aims to analyze the fundamental differences between the concept of interest as a mathematical calculation instrument and usury as an additional practice that is unlawful in debt transactions according to Islamic law. Using a qualitative approach through a literature review method, this study examines the theories of simple and compound interest in mathematics as well as the views of Islamic jurisprudence and economics on usury. The findings show that interest in mathematics is neutral because it functions as a model for the growth of money value, both linearly and exponentially. Conversely, usury is considered harmful because it causes injustice, excessive financial burdens, and imbalances between lenders and borrowers. The study also found similarities between high interest rates on online loans and the characteristics of al-nasi’ah (deferred usury), mainly due to additional charges that continue to increase due to delayed payments. This study provides a conceptual understanding that links mathematical approaches and Sharia perspectives, and emphasizes the importance of financial literacy and understanding Islamic principles in financial decision-making. Further research is needed to evaluate the application of Sharia financial instruments as a more equitable and sustainable alternative system for society.
Relationships and differences in learning outcomes based on self-esteem and learning motivation among eleventh-grade students Ramaniza Adinda Maharani; Bill Chairy Rizki Bustaren; Cici Utami Salamah; Irene Feby Putri; Natasha Dwi Fitria; Mohd Afifi Bahurudin Setambah
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 3 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i3.22908

Abstract

This ex post facto quantitative study examined the relationships of self-esteem and learning motivation with students’ mathematics achievement and compared these variables across classes. The sample included all eleventh-grade students from three classes (N = 87) at a private senior high school in Bandung, Indonesia. Data were collected via adapted questionnaires based on Rosenberg’s global self-esteem theory and Uno’s learning motivation theory (content validity confirmed through expert review, with Cronbach’s alpha coefficients of  = .850 and .628, respectively), while achievement was represented by students’ midterm examination and daily test scores. Spearman’s rho analysis conducted in Google Colab revealed significant but weak positive correlations between achievement and both self-esteem ( = .280, p = .009) and motivation ( = .377, p < .001). The weak coefficients indicate that these affective variables explain only a small share of the variation in achievement. Furthermore, the Kruskal-Wallis test showed significant differences across classes; Class XI.4 consistently exhibited the lowest academic and affective scores. Theoretically, the findings therefore offer only limited confirmation of the assumed link between affective characteristics and mathematics achievement. Practically, teachers should consider classroom-level psychological profiles when designing adaptive, differentiated mathematics instruction. This study contributes by demonstrating that class-level affective profiling can reveal meaningful psychological heterogeneity that may be obscured by cohort-level analysis, thereby providing a more context-sensitive basis for differentiated mathematics instruction.
Co-Authors Bill Chairy Rizki Bustaren Irene Feby Putri Mohd Afifi Bahurudin Setambah Natasha Dwi Fitria Ramaniza Adinda Maharani Syahidin