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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Primatika : Jurnal Pendidikan Matematika Edumatika ATTARBIYAH: Journal of Islamic Culture and Education
Rakhmawati, Intan Aulia
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Religion Arts Computer Science & IT Education Mathematics

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Transforming education for Generation Z: traditional character-based at Pesantren Khunaivi, Herman; Rakhmawati, Intan Aulia; Hidayah, Syarifatul Fitri
ATTARBIYAH: Journal of Islamic Culture and Education Vol. 10 No. 1 (2025): Attarbiyah: Journal of Islamic Culture and Education
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v10i1.1-17

Abstract

This study aims to describe the educational transformation at the Pesantren Al-Anwar III Sarang Rembang in facing the challenges of Generation Z through a traditionally oriented character-based. The research method used was descriptive quantitative with a questionnaire instrument that had been tested for validity and reliability, covering three leading indicators: internalization of traditional character values, integration of technology in learning, and the suitability of the educational approach to the characteristics of Generation Z. The results showed that the internalization of traditional character values o btained the highest percentage of 70.22%, reflecting the success of the Pesantren in maintaining Islamic values and traditions. Meanwhile, the integration of technology and the suitability of the educational approach obtained 57.13% and 57.04%, indicating that innovation and adaptation to the needs of Generation Z have begun but still need strengthening. Pesantren Al-Anwar III Sarang Rembang had attempted educational transformation through project-based learning activities, digital literacy, and collaboration with external institutions. However, infrastructure limitations and resistance to change were still challenges. This study emphasized that Pesantren education development in the modern era must be carried out with a selective approach, namely, maintaining fundamental values w hile adopting relevant and contextual innovations.
A qualitative approach to Canva as a mathematics learning medium and its implementation in undergraduate students Riswanda, Kian Surya Seba; Rakhmawati, Intan Aulia
Primatika : Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/primatika.v14i1.4818

Abstract

The 5.0 society learning era must keep pace with technological developments to avoid monotony. Similarly, mathematics learning, including in universities, needs to adapt. Mathematics, often considered difficult and complex by undergraduate students, is expected to be easier to understand when integrated with technology. Through a qualitative approach, this study aimed to analyze the use of Canva as a medium for learning mathematics in a college environment. Canva is a web-based graphic design platform accessible to all groups. The use of Canva in mathematics education had a positive impact on undergraduate students’ engagement, creativity, and motivation. Canva offers a variety of features, including a whiteboard. This feature enables lecturers and undergraduate students to create an engaging learning atmosphere and easy-to-understand teaching materials. They could monitor the progress of discussions both individually and in groups. However, technology-based learning using Canva was not always run smoothly. An unstable internet connection could hinder the learning process with Canva, causing it to lag or even pause temporarily. Limited user knowledge and learning time also pose challenges during its implementation. These hurdles could be overcome with adequate institutional support and training. Therefore, using Canva in mathematics education could be an innovative approach that fosters digital transformation.
The Social Arithmetics Module Based on Islamic Values and Realistic Mathematics Education to Improve Students’ Problem-Solving Skills Rakhmawati, Intan Aulia
Edumatika Vol 6 No 1 (2023): May 2023, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v6i1.1353

Abstract

Mathematics learning must be made more exciting and meaningful to overcome the perception that mathematics is a tricky subject. Students must be facilitated to build their knowledge through mathematics learning linked to realistic problems and integrated with Islamic values so that they can solve relevant daily problems. This research aims to develop a Social Arithmetic module based on Islamic values ​​and Realistic Mathematics Education (RME) to help junior high school students improve their problem-solving skills. This research uses R&D with the ADDIE development model. The development of the mathematics module consists of three stages, namely the preliminary, development, and evaluation stages. The resulting module prototype has been assessed as valid by material and media experts. Meanwhile, based on student and teacher responses to the questionnaire, the module was proven suitable for use in mathematics learning. In addition, the results of the paired t-test stated that the module was effective in improving students' problem-solving skills. Therefore, this research concluded that the Social Arithmetics module based on Islamic values ​​and RME that were developed has met the valid and practical criteria and has proven effective in improving the problem-solving abilities of seventh-grade junior high school students.
Integrating Character Education Elementary Mathematics: A Systematic Review of Values, Pedagogical Strategies and Moral Outcomes Musthofa, Bisri; Khafidz, Hasanah Abd; Rakhmawati, Intan Aulia; Sunoko, Ahmad
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.17296

Abstract

While character education is widely promoted in elementary curricula, mathematics remains largely conceptualized as a value-neutral domain. Existing studies tend to focus on instructional tools rather than explaining how moral values are formed through mathematical learning processes. This conceptual systematic review synthesizes empirical studies indexed in Scopus and SINTA (2010–2025) to examine the underlying mechanisms through which character education is integrated into elementary mathematics. Using a PRISMA-guided selection and theory-informed synthesis, nine high-quality studies were analyzed. The review identifies recurring patterns of value representation, engagement, reflection, and internalization across narrative, cultural, and contextual pedagogies. Based on this synthesis, the study proposes the Mathematics–Character Integration Mechanism (MCIM) as a conceptual framework explaining how mathematics functions as a moral learning domain. This framework contributes to theoretical advancement by shifting the discourse from instructional techniques to mechanism-based character formation, with implications for curriculum design, teacher education, and future empirical research.
Co-Authors Ahmad Sunoko Alifia, Nugrahaning Nisa Bisri Musthofa Herman Khunaivi Khafidz, Hasanah Abd Nugrahaning Nisa Alifia Riswanda, Kian Surya Seba Syarifatul Fitri Hidayah