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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Union: Jurnal Ilmiah Pendidikan Matematika PeTeKa Eduprof
Nu'man, Mulin
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Religion Arts Humanities Education Mathematics

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The Impact of Islamic Integrative Math Problems with Science, Technology, Engineering, and Mathematics (STEM) Education Framework to Improve Critical Thinking Skills Nu'man, Mulin
Eduprof : Islamic Education Journal Vol. 7 No. 1 (2025): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v7i1.288

Abstract

Daily, no problem can be solved by involving only one scientific discipline. Students must be trained with integrative problems involving other disciplines. STEM education is one educational framework that allows students to be engaged in integrative problems. This study aims to determine the effectiveness of Islamic integrative mathematics problems with STEM education in improving critical thinking skills. Effectiveness is also seen based on critical thinking skills, including understanding problems, identifying information, validating arguments, drafting conclusions, and evaluating. The research method used is a quasi-experiment with a pretest and posttest control group design. The research population is 8th-grade MTs/Islamic Junior High School students in Purbalingga, with a sample of 138 students from two Islamic junior high schools. Critical thinking skills data was obtained from a critical thinking skills test representing each aspect of critical thinking. The data analysis used was the t-test and the Mann-Whitney U test with the help of SPSS. The study results show that learning integrative math problems with STEM education effectively improves overall critical thinking skills and the aspects of argument validation and evaluation. Meanwhile, in terms of understanding problems, identifying information, and concluding, Islamic integrative mathematics problems with STEM education are not effective. The finding implies that learning mathematics is more meaningful if it is directly related to its application in various disciplines, in this case, STEM and Islamic disciplines. Integrating mathematics with various disciplines in the form of integrative math problems can develop students' critical thinking skills well.
English: English Nabila, Haya Fathin; Nu'man, Mulin
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18757

Abstract

This study examines the relationship between religious attitudes and students' mathematics learning outcomes at Madrasah Aliyah Negeri. This correlational approach research used a sample of 54 students. Data on religious attitudes were obtained through a questionnaire based on five aspects of religiosity, while mathematics learning outcomes were obtained through midterm summative scores. The Spearman Rank correlation test was used to analyze the data and showed that religious attitude had an insignificant relationship with mathematics learning outcomes. Overall religious attitude has a correlation coefficient of -0,235. Religious attitudes have an important role in shaping students' characters, such as discipline and responsibility, although they are not significantly related to mathematics learning outcomes. This finding provides an important insight that the relationship between religiosity and math learning outcomes is not direct and may be influenced by other factors such as time management or learning motivation. In addition, this study explains the integration of Islamic values in mathematics learning, for example through linking mathematical concepts with verses from the Qur'an. The results of this study contribute to the understanding of how religious values can be integrated into mathematics education, providing a foundation for further research on alternative factors that may mediate the relationship between religiosity and academic achievement.
Eksplorasi berpikir kreatif melalui discovery learning Bruner Nu'man, Mulin
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 20 No. 1 (2020): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v20i1.29265

Abstract

Creative thinking is an essential component of advanced mathematical thinking. The components of creative thinking are lateral thinking (creating one's own and non-routine ways), divergent thinking (using a variety of ways), and convergent-integrative thinking (using patterns in other situations). One way to develop creative thinking is learning with Bruner's discovery learning model, namely learning with an enactive, iconic, and symbolic stage. Learning activities with Bruner's discovery learning on the material of the two-variable linear equation system (SPLDV) to explore creative thinking are: 1) preliminary activities: goals and perceptions, 2) core activities include: the enactive stage, which is giving contextual problems to be solved themselves of students to explore lateral thinking, the iconic stage, which is writing solutions and presentations to explore divergent thinking, and the symbolic stage, which is the elaboration of the results of the previous stages to be brought to the mathematical process in the form of modeling and elimination and substitution methods to explore lateral thinking, divergent thinking, and convergent thinking integrative, and 3) closing activities: feedback and conclusions.
English: English Nabila, Haya Fathin; Nu'man, Mulin
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18757

Abstract

This study examines the relationship between religious attitudes and students' mathematics learning outcomes at Madrasah Aliyah Negeri. This correlational approach research used a sample of 54 students. Data on religious attitudes were obtained through a questionnaire based on five aspects of religiosity, while mathematics learning outcomes were obtained through midterm summative scores. The Spearman Rank correlation test was used to analyze the data and showed that religious attitude had an insignificant relationship with mathematics learning outcomes. Overall religious attitude has a correlation coefficient of -0,235. Religious attitudes have an important role in shaping students' characters, such as discipline and responsibility, although they are not significantly related to mathematics learning outcomes. This finding provides an important insight that the relationship between religiosity and math learning outcomes is not direct and may be influenced by other factors such as time management or learning motivation. In addition, this study explains the integration of Islamic values in mathematics learning, for example through linking mathematical concepts with verses from the Qur'an. The results of this study contribute to the understanding of how religious values can be integrated into mathematics education, providing a foundation for further research on alternative factors that may mediate the relationship between religiosity and academic achievement.
EFEKTIVITAS MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR DAN DISPOSISI MATEMATIS SISWA KELAS 11 Zazira'zain, Syifa; Nu'man, Mulin
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 7, No 1 (2024): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Publish
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v7i1.81-87

Abstract

Matematika merupakan mata pelajaran yang diajarkan sejak jenjang sekolah dasar hingga sekolah menengah atas. Selain keterampilan kognitif, matematika juga memerlukan aspek afektif, salah satunya adalah disposisi matematis. Oleh karena itu, diperlukan upaya untuk meningkatkan hasil belajar dan disposisi matematis, salah satunya dengan menggunakan model pembelajaran problem based learning. Penelitian ini bertujuan untuk melihat efektivitas model pembelajaran problem based learning terhadap hasil belajar dan disposisi mateamtis siswa kelas XI di salah satu SMA Swasta Yogyakarta. Metode penelitian menggunakan eksperimen semu (quasi eksperiment) dengan desain post-test only control group. Populasi dalam penelitian ini adalah seluruh siswa kelas XI di salah satu SMA swasta Yogyakarta. Pengambilan sampel menggunakan teknik simple random sampling yang terdiri dari 20 siswa di kelas eksperimen dan 20 siswa di kelas kontrol. Pengumpulan data menggunakan soal matematika materi matriks dan skala disposisi matematis. Teknik analisis data yang digunakan adalah uji Mann Whitney. Berdasarkan hasil analisis dapat disimpulkan bahwa terdapat perbedaan hasil belajar matematika siswa di kelas eksperimen dan kelas kontrol. Namun, tidak terdapat perbedaan disposisi matematis siswa antara kelas eksperimen dan kontrol.
Co-Authors Nabila, Haya Fathin Zazira'zain, Syifa