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All Journal J-PAI: Jurnal Pendidikan Agama Islam AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM AT-TURAS: Jurnal Studi Keislaman Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah
Yakoh, Mahnawawe
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Rethinking Religious Influence on Mathematics Learning Behavior: A Mathematical Model of Planned Behavior amid Shifting Educational Paradigms Crismono, Prima; Hudi, Saman; Ilyas , Muhammad; Yanuardianto , Elga; Dahri , Harapandi; Yakoh, Mahnawawe
Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Vol. 8 No. 1 (2025): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v8i1.3298

Abstract

Amid evolving educational paradigms that demand greater inclusivity and cognitive adaptability, this study reexamines the influence of religion on students’ mathematics learning behavior through the lens of the Theory of Planned Behavior (TPB). A mathematical model was developed to analyze how religious values moderate the interplay between attitudes, subjective norms, and perceived behavioral control in shaping students' intentions to engage in mathematics learning. The study employed a mixed-methods design, integrating structural equation modeling of survey data with qualitative thematic analysis of interviews conducted in culturally diverse elementary school settings. Findings indicate that religion significantly amplifies the positive effects of motivational and normative constructs on learning intention, particularly among students with strong religious orientations. While religiosity fosters greater discipline and perseverance in mathematical tasks, the study also reveals that certain conservative interpretations may restrict creative and critical thinking, thus posing challenges to problem-solving flexibility. These results call for a nuanced pedagogical approach that respects students’ belief systems while promoting open-ended mathematical reasoning. This research contributes to the broader discourse on culturally and religiously responsive education and offers insights for future curriculum reforms that align value-based education with cognitive development goals
Islamic Values in Mathematics Education: A Bibliometric Analysis with Emphasis on Educational Management Trends Hamdanah, Hamdanah; Crismono, Prima Cristi; Yakoh, Mahnawawe
JURNAL AL-TANZIM Vol 9, No 4 (2025)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v9i4.12163

Abstract

This study aims to analyze the integration of Islamic values in mathematics education through a bibliometric approach, with a focus on trends in educational management. The background of this research lies in the growing attention to value education within the context of holistic education, alongside the lack of systematic mapping regarding the relationship among the concepts of "Islamic", "Mathematics", and "Education." Utilizing VOSviewer software, bibliographic data from scientific publications over the past ten years were analyzed to identify keyword networks, thematic trends, and the intensity of author contributions. The visualization results indicate that mathematics education serves as a central node, closely connected to Islamic values, student-centered learning, and blended learning, signaling a strong integration of spiritual values with modern learning approaches. Moreover, the linkages with STEM and science education demonstrate that Islamic value-based education is highly compatible with the direction of globalized education. The heatmap visualization also reveals authors' contributions to key themes, showing a balanced tendency between specialization and generalization. This study concludes that the development of holistic mathematics education management must integrate cognitive, affective, and spiritual aspects cohesively, while promoting contextual, adaptive, and value-based policies and curricula.
Reason and Revelation in Islamic Education: A Comparative Study of Al-Ghazali’s and Ibn Rushd’s Educational Thought in the Contemporary Context Zainudin, Agus; Hudi, Saman; Suriyani, Aysha Imeylian; Yakoh, Mahnawawe
JURNAL AT-TURAS Vol 13, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/at-turas.v13i1.13955

Abstract

Islamic education today often experiences an imbalance between spiritual-moral formation and rational-intellectual development. This indicates a theoretical gap in developing an integrated educational framework in Islamic thought. Although Al-Ghazali and Ibn Rushd represent two main paradigms in this debate, their educational ideas are rarely studied comparatively to address this issue. This study aims to comparatively analyze the educational thoughts of Al-Ghazali and Ibn Rushd and to explore their relevance to contemporary Islamic education. This research uses qualitative library research by examining primary and secondary literature related to these two scholars. This study finds that Al-Ghazali emphasizes education as spiritual purification and moral perfection based on divine guidance, while Ibn Rushd emphasizes intellectual development through reasoning and empirical inquiry. Rather than being contradictory, their perspectives complement each other. Integrating ethical-spiritual and rational-intellectual approaches offers a holistic framework for contemporary Islamic education.
Integrating Qur’anic Values into Algebra Learning: A Pedagogical Model for Developing Islamic Scientific Character Ramadhan, Muhammad Rizki; Crismono, Prima Cristi; Hanifiyah, Fitriyatul; Yakoh, Mahnawawe
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.41485

Abstract

This study aims to analyze the implementation and theoretical contribution of an integrated knowledge model that incorporates Qur’anic values into algebra instruction in order to cultivate an Islamic scientific character. The study contributes to the discourse on knowledge integration in Islamic pedagogy by proposing a contextual, mathematics-based learning model. It employs a qualitative approach with an interpretative case study design. Data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of instructional documents, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that integrating Qur’anic values into algebra instruction can be empirically implemented through structured planning, execution, and evaluation. This integration provides evidence of strengthening students’ Islamic scientific character, as reflected in increased curiosity, academic honesty, discipline, orderly thinking, and spiritual awareness. These findings expand the framework of knowledge integration by demonstrating that mathematics, particularly algebra, can serve as an effective epistemological medium for internalizing Islamic values simultaneously with cognitive development.
Co-Authors Agus Zainudin Crismono, Prima Cristi Dahri , Harapandi Elga Yanuardianto Hamdanah Hamdanah Hanifiyah, Fitriyatul Hudi, Saman Ilyas , Muhammad Ramadhan, Muhammad Rizki Saman Hudi Suriyani, Aysha Imeylian