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All Journal REKA KARSA Primary: Jurnal Pendidikan Guru Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Hilirisasi IPTEKS (JHI) BERNAS: Jurnal Pengabdian Kepada Masyarakat Warta Pengabdian Andalas: Jurnal Ilmiah Pengembangan Dan Penerapan Ipteks YASIN: Jurnal Pendidikan dan Sosial Budaya ANWARUL: Jurnal Pendidikan dan Dakwah Jurnal Hukum Islam Katalis Pendidikan: Jurnal Ilmu Pendidikan dan Matematika
Imam Taufiq
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Dentistry Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Pendidikan Ilmiah Epistemik Siswa Studi Kasus Madrasah Aliyah Unggulan K.H. Abd. Wahab Hasbulloh Imam Taufiq; Teguh Shalahuddin; Husni Thowiyyah; Agus Suprayogi
YASIN Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i1.9104

Abstract

Epistemic scientific education has been widely discussed in various studies; however, research that specifically examines students’ epistemic scientific education practices in the context of outstanding Madrasah Aliyah remains limited. This study aimed to explore and describe how epistemic scientific education is developed and practiced by students in the process of scientific writing at Madrasah Aliyah Unggulan K.H. Abd. Wahab Hasbulloh (MAUWH). A qualitative approach with a case study design was employed, involving students and scientific writing supervisors selected through purposive sampling. Data were collected through in-depth interviews, observations, and document analysis of students’ scientific papers, then analyzed qualitatively to identify patterns of learning and habituation of scientific practices. The findings show that students’ epistemic scientific abilities are formed through individually conducted learning and scientific writing processes, in which students are trained to formulate problems, trace scientific sources, and construct arguments systematically. These results contribute to the development of epistemic scientific education theory and broaden understanding of the practical implementation of epistemic scientific learning in the madrasah context. The study concludes that learning and habituation of scientific practices play a crucial role in shaping students’ epistemic abilities and recommends the strengthening of research-based learning in Madrasah Aliyah. The implications enrich the literature on epistemic scientific education and provide practical guidance for Islamic educational institutions in developing scientifically oriented learning, while also opening opportunities for further studies on more comprehensive mapping of students’ levels of epistemic scientific ability.
Pengembangan LKPD Canva Berbasis Etnomatematika Getuk untuk Meningkatkan Pemahaman Penjumlahan Pecahan Siswa Sekolah Dasar Imam Taufiq; Syafri Ahmad; Salmaini Salmaini
ANWARUL Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i6.8201

Abstract

Although ethnomathematics has been widely examined in previous research, studies that specifically integrate the traditional food getuk as a concrete medium in the development of Canva-based student worksheets (LKPD) for teaching fraction addition remain very limited. This study aims to develop and evaluate the effectiveness of Canva-based LKPD incorporating ethnomathematical representations of getuk in improving students’ ability to solve word problems involving fraction addition. A quantitative approach was employed using a 4-D Research and Development (R&D) design, involving 25 fifth-grade students selected through purposive sampling. Data were collected through classroom observations, expert validation, and formative tests, and were analyzed using the Wilcoxon Signed Rank Test and descriptive statistics. The results indicate that the developed LKPD falls into the “highly valid” category in terms of language, content, and visual design, and is effective in improving student learning outcomes, as evidenced by a Z value of –4.548 with p < 0.001. These findings reinforce constructivist and ethnomathematical theory by demonstrating that concrete experiences grounded in local cultural practices can facilitate deeper understanding of fraction concepts. The study concludes by underscoring the importance of integrating local cultural media into the development of contextual teaching materials, recommending the use of getuk as a concrete medium in fraction instruction, and opening avenues for further research employing stronger experimental designs and larger sample sizes.
Co-Authors A. Fadhil Desafa Adrial, Rico Adrias Adrias Afdal Afdal Afdhal Muttaqin Agus Suprayogi Ahmad Fauzi Pohan Alimin Mahyudin Amirul Bakhri Arif Budiman Astuti Astuti Astuti Dahyunir Dahlan Dedi Mardiansyah Dewi Parliana Dian Fitriyani Dian Milvita Dwi Kurnia Fasari Dwi Pujiastuti Dwi Puryanti Elistia Liza Namigo, Elistia Elvaswer Elvaswer Elvaswer Elvia Sukma Fani Anjelina Feriska Handayani Feriska Handayani Irka, Feriska Handayani Fiqi Diyona Fitrawati Fitrawati Geby Sri Ayu Oktavia Haldis Alvaro Harmadi Harmadi Husni Thowiyyah Iqbal Ramadhan Lupita A Hernawan M. Ali Shafii Marzuki Marzuki Meqorry Yusfi Mora Muhammad Arif Muhammad Kahfi Muldarisnur, Mulda Mutya Vonnisa Naela Amalia Zulfa Nini Firmawati Nurul Annisa Nurwijayanti Olly Norita Tetra Rahmat Rasyid Ramacos Fardela Rizka Khuswanal Mala Salmaini Salmaini Sholichin Solly Aryza Sri Handani Sri Oktamuliani Syafri Ahmad Teguh Shalahuddin Trengginas Eka Putra Trengginas Eka Putra Sutantyo Tri Susilawati Usna, Sri Rahayu Alfitri Veithzal Rivai Zainal Wildian Yanti Fitria Zozy Aneloi Noli Zulfi Zulfi Zulfi