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All Journal Analisa Jurnal Pendidikan Islam Math Didactic: Jurnal Pendidikan Matematika Jurnal Ilmiah Peuradeun Al-Ta'lim Math Educa Journal Alauddin Journal of Mathematics Education (AJME) Lattice Journal : Journal of Mathematics Education and Applied Journal Cerdas Mahasiswa Lattice Journal : Journal of Mathematics Education and Applied Analisa: Journal of Social Science and Religion Journal of Mathematics Learning Innovation (JMLI) Al Irsyad : Jurnal Bimbingan Konseling Islam
Yulia Yulia
UIN Imam Bonjol Padang
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Integrating Realistic Mathematics Education and Islamic Values: A Hypothetical Learning Trajectory for Teaching Cuboid Geometry Yulia Yulia; Rivdya Eliza; Edwin Musdi; Martin Kustati; Juli Afriadi; Miftahul Khairi Rahmadhani
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

Integrating Islamic contexts into mathematics learning has recently gained increasing scholarly attention. This study aims to develop and test a Hypothetical Learning Trajectory (HLT) for learning cuboid geometry through realistic contexts embedded with Islamic values. Employing a design research approach, the study followed three key stages: (1) preparing for the experiment, (2) conducting the experimental design, and (3) conducting retrospective analysis. The HLT was implemented with Grade VIII students from three state-run Madrasah Tsanawiyah in different provinces of Indonesia (Padang, Malang, and Bandung) to capture contextual diversity and ensure the transferability of the findings. Data were collected through analysis questionnaires, students’ written work, video transcripts, and observation sheets, then analyzed using thematic coding and descriptive analysis aligned with the RME framework. The findings indicate that integrating Islamic values within realistic contexts supported students in constructing geometric concepts meaningfully while internalizing the moral and cultural dimensions of learning. Empirically, the study is limited by its small-scale implementation and focus on a single mathematical topic; Therefore, future research should expand to broader mathematical domains and explore longitudinal impacts to strengthen evidence-based recommendations for culturally responsive mathematics education.
Educational Hybridity and Ideological Negotiation in Integrated Islamic Kindergartens in Indonesia Nurus Shalihin; Firdaus Firdaus; Yulia Yulia; M. Yusuf
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2624

Abstract

The rapid expansion of Integrated Islamic Kindergartens (TK IT) in Indonesia reflects broader transformations in the relationship between religion, education, and state governance in contemporary Muslim societies. However, existing studies on Sekolah Islam Terpadu (SIT) have largely focused on curriculum implementation and educational management, with limited attention to how these institutions negotiate hybridity between Islamic ideology and formal state education systems. This study aimed to examine the forms and practices of hybridity within TK IT in Padang City, Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis involving six TK IT affiliated with JSIT, ASESI, and non-affiliated institutions. Data were analyzed using thematic analysis based on the interactive model of Miles and Huberman. The findings revealed three dominant forms of hybridity: integrative hybridity in TK IT JSIT, selective-defensive hybridity in TK IT ASESI, and adaptive-pragmatic hybridity in non-affiliated TK IT. These forms of hybridity were reflected in curriculum integration, institutional governance, pedagogical practices, and moral regulation. This study contributes to hybridity scholarship by demonstrating that hybridity within Islamic education involves ideological negotiation, identity construction, and epistemological reconstruction. The findings also provide broader insights into contemporary debates on faith-based education, Islamic educational modernity, and state-religion relations in Muslim societies.
COMPARISON OF MATHEMATICAL CRITICAL THINKING AND COLLABORATION SKILLS BETWEEN STUDENTS TAUGHT USING STUDENT FACILITATOR AND EXPLAINING AND DISCOVERY LEARNING MODELS: Perbandingan Kemampuan Berpikir Kritis Matematis dan Kolaborasi Antara Peserta Didik yang Belajar menggunakan Model Student Facilitator and Explaining dan Discovery Learning Izatul Hasanah; Rivdya Eliza; Yulia Yulia; Abderrahim El Amrani; Elsi Fitria
Journal of Mathematics Learning Innovation Vol. 5 No. 2 (2026): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmlipare.v5i2.16976

Abstract

Many students struggle to develop mathematical critical-thinking and collaboration skills, both of which are essential for learning mathematics. This study aimed to compare these outcomes between students taught using the Student Facilitator and Explaining (SFE) model and those taught using the Discovery Learning model. A quantitative quasi-experimental design was employed with two intact Grade X classes at SMAN 1 Kubung, drawn from a population of 348 students. The experimental class (n = 31) received SFE instruction, while the control class (n = 30) received Discovery Learning instruction. Data were collected using a mathematical critical-thinking test and a collaboration questionnaire, and post-intervention scores were compared between the two classes. The SFE class scored significantly higher in mathematical critical thinking, with a mean difference of 6.83 points (95% CI [0.45, 13.22], one-tailed p = .018). The SFE class also scored significantly higher in collaboration, with a mean difference of 5.05 points (95% CI [0.72, 9.38], one-tailed p = .012). These results suggest that the SFE model, which positions students as explainers of mathematical ideas to their peers, may support critical thinking and collaboration more effectively than Discovery Learning. However, because each instructional condition was assigned to only one intact class, the findings reflect differences between the two classes rather than definitive, generalizable evidence of a treatment effect. Further research involving more classes is recommended.
Co-Authors Abderrahim El Amrani Alfanisa Azahar Edwin Musdi Elsi Fitria Firdaus Firdaus Fitria Mardika Izatul Hasanah Juli Afriadi Juli Afriadi M. Yusuf M. Yusuf Martin Kustati Martin Kustati Miftahul Khairi Rahmadhani Muhammad Sholihin Nita Putri Utami Nita Putri Utami Nurus Shalihin, Nurus Putri Rahmah Putri Rahmah Rahma Mei Elvita Rivdya Eliza Rivdya Eliza Silmi Aulia Susanto, Andi Ujang Wardi