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ANALISIS LEVEL METAKOGNISI SISWA SEKOLAH MENENGAH ATAS PENGHAFAL AL-QURAN DALAM MEMECAHKAN MASALAH MATEMATIKA Rosikhoh, Dewi; Mardhiyatirrahmah, Liny; Abdussakir, Abdussakir
ARITHMETIC: Academic Journal of Math Vol 1, No 2 (2019)
Publisher : Institut Agama Islam Negeri Curup

Metacognition has a key position on problem solving in mathematics. Metacognition is thinking about what they think. This research is qualitative research purposing for identifying of students metacognition level on matematics problem solving based on their quatity juzs of Quran memorized. The subjects of this research is three students who are in 12th grade in Senior High School. Students metacognition level is identified through test and indicator of metacognition level. The result of research show that metacognition level of Senior High School students taking in level of aware use, semi strategic use and semi reflective use. The student who has less than 10 juzs in Quran memorized is in aware use level. The student who has 10 until less than 20 juzs in Quran memorized is in semi strategic use level. The student who has 20 until 30 juzs in Quran memorizing is in semi reflective use level. Based on this reasearch, researchers conclude that the more juzs memorized, the higher level that students get.

Internalisasi Nilai-Nilai Islam Terhadap Siswa Sekolah Dasar Melalui Pembelajaran Matematika Terintegrasi Al-Qur’an Supiarmo, M. Gunawan; Mardhiyatirrahmah, Liny; Rizqiyah, Anisatur
Lentera: Indonesian Journal of Multidisciplinary Islamic Studies Vol 6 No 2 (2024): Lentera: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Program Pascasarjana IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/lentera.v6i2.9273

Internalizing Islamic values in school learning. During this time, the responsibility has been placed more on the teacher of Islamic Religious Education, while teachers of other subjects are more focused on the general learning material. This led to the internalization of Islamic values through one path considered less successful in shaping student religious behavior. Indicators of this failure are the rise in criminal acts, asylum, drug use, and other violations among students and adolescents. So, there needs to be a change in the school curriculum that places the cultivation of Islamic values at the centre of attention from an early age, by integrating religious values into all subjects, including mathematics. This research aims to find an effective method of dealing with the moral problems faced by elementary school students. Several previous studies have explored mathematical concepts in the Qur'an, and the results show that Islamic values in the learning of mathematics can be internalized by paying attention to the relevant verses of the Quran. The research is carried out through descriptive methods with the study of literature, using various sources such as theses, research reports, articles, and books. The results show that the Islamic values in mathematical learning integration al-Qur'an can be internalized to students by applying the strategy of infusion, analogy, narration, and uswah hasanah.

Internalisasi Nilai-Nilai Islam Terhadap Siswa Sekolah Dasar Melalui Pembelajaran Matematika Terintegrasi Al-Qur'an Supiarmo, M. Gunawan; Mardhiyatirrahmah, Liny; Rizqiyah, Anisatur
Lentera: Indonesian Journal of Multidisciplinary Islamic Studies Vol 6 No 2 (2024): Lentera: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Program Pascasarjana IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/lentera.v6i2.9273

Internalizing Islamic values in school learning. During this time, the responsibility has been placed more on the teacher of Islamic Religious Education, while teachers of other subjects are more focused on the general learning material. This led to the internalization of Islamic values through one path considered less successful in shaping student religious behavior. Indicators of this failure are the rise in criminal acts, asylum, drug use, and other violations among students and adolescents. So, there needs to be a change in the school curriculum that places the cultivation of Islamic values at the centre of attention from an early age, by integrating religious values into all subjects, including mathematics. This research aims to find an effective method of dealing with the moral problems faced by elementary school students. Several previous studies have explored mathematical concepts in the Qur'an, and the results show that Islamic values in the learning of mathematics can be internalized by paying attention to the relevant verses of the Quran. The research is carried out through descriptive methods with the study of literature, using various sources such as theses, research reports, articles, and books. The results show that the Islamic values in mathematical learning integration al-Qur'an can be internalized to students by applying the strategy of infusion, analogy, narration, and uswah hasanah.

Restructuring Of Students’ Thinking in Junior High School Through Defragmentation for Solving Mathematical Problems Mardhiyatirrahmah, Liny; Abdussakir, Abdussakir
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 10 No. 2 (2021): December
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v10i2.4810

Problem-solving in math is still a problem today. Studies show that students still make mistakes in answering math problems. Errors in answering the questions indicate that there is fragmentation in the thinking structure of students. This article uses a systematic review method. Researchers selected articles according to the criteria and found 9 articles with a total of 25 research subjects. Data collection was carried out in two main stages, namely the search and selection stages. The results show that students experience many obstacles at the stage of re-checking the integrity of the completion steps because of the habit of students who skip the re-examination and are sure that the answer is correct. A common type of error in the construction of a mathematical concept is a construction hole. Construction holes can be overcome by the emergence of schemes to complement the imperfections of students' thinking structures in solving mathematical problems. The type of defragmentation that is most often given is scaffolding. Scaffolding is considered the most effective for all types of mistakes made because it can be done and later reduced so that students can solve math problems independently.

Eksplorasi Etnomatematika pada Tugu Hari Jadi Kabupaten Dati II Tanah Laut Anggraeni, Dewi Indra; Wicaksono, Bayu Agung; Mardhiyatirrahmah, Liny
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10802

This study explores the ethnomathematics embedded in the architecture of the Tugu Hari Jadi Kabupaten Dati II Tanah Laut, addressing the persistent issue of low mathematical literacy among Indonesian students in PISA assessments. The research emphasizes the urgent need for culturally relevant pedagogy to make mathematics less abstract and more engaging, particularly given the lack of existing ethnomathematical studies focusing on specific monuments like this one. The primary objective was to identify the inherent mathematical elements within the monument's design and determine their educational applicability. Utilizing a qualitative ethnographic approach, the research successfully catalogued concepts from both plane geometry (rectangles, circles, octagons) and solid geometry (octagonal prisms, cylinders, and hemispheres), complete with their respective mathematical formulas for area, perimeter, and volume calculations, and the role of trigonometry. The findings offer a strong ethnomathematical interpretation, revealing the monument as a cultural artifact that harmoniously symbolizes local values such as balance, steadfastness, and divinity. Educationally, the monument serves as an authentic learning resource to visualize complex geometry, thereby providing valuable contextual material to increase student interest, motivation, and critical mathematical literacy skills in line with global standards.

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