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All Journal Hipotenusa: Journal of Research Mathematics Education (HJRME) AL-MAIYYAH: Media Transformasi Gender dalam Paradigma Sosial Keagamaan
Agus Miftakus Surur
Universitas Islam Negeri Syekh Wasil Kediri
Religion Education Mathematics Social Sciences Other

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USE OF F-MATH MEDIA WITH A RELIGIOUS NUANCE AND STUDENTS' CREATIVE THINKING ABILITIES ON COGNITIVE AND AFFECTIVE ABILITIES IN MATHEMATICS LEARNING Agus Miftakus Surur; Henry Praherdhiono; M Ubaidillah Ridwanulloh; M Khoiril Akhyar; Sri Pujilestari
Hipotenusa Journal of Research Mathematics Education (HJRME) Vol 8, No 2 (2025): Hipotenusa Journal of Research Mathematics Education (HJRME)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/hjrme.v8i2.3370

Abstract

Social media has a strong appeal to today's young generation. The use of social media with religious nuances in f-math can provide context that is relevant to religious values, so that students can connect mathematics with moral principles and have a positive perception of mathematics learning. The use of social media-based f-math media can also influence students' cognitive abilities in understanding mathematical concepts. With dynamic interactions and attractive visuals, students tend to be more interested and participate more actively in mathematics learning. Apart from that, the use of social media in mathematics learning can influence students' affective abilities. Active involvement in use so that students' level of confidence and motivation can increase. This can lead to the formation of a positive attitude towards mathematics and increase self-confidence in solving mathematical problems. The use of f-math media based on social media with religious nuances can have a positive influence on students' creative thinking abilities as well as cognitive and affective abilities in learning mathematics. By utilizing the appeal of social media and emphasizing the relevance of mathematics to religious values, students can view mathematics more positively and develop their creative thinking skills in solving mathematical problems.
Gender in the Integration of Batik Ethnomathematics and Fiqh: Learning Models, Numeracy, and Trustworthiness Agus Miftakus Surur; Muhammad Za’im An-Naufal; Pandi Rais; M. Ubaidillah Ridwanulloh Ridwanulloh; Sri Pujilestari; Cecep Soleh Kurniawan
AL-MAIYYAH : Media Transformasi Gender dalam Paradigma Sosial Keagamaan Vol 18 No 2 (2025): AL-MAIYYAH
Publisher : LPPM IAIN Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/almaiyyah.v18i2.14917

Abstract

Mathematics education in Indonesia continues to face challenges in developing students’ numeracy literacy, partly due to the limited integration of cultural, Islamic, and gender perspectives in pedagogical practices. This study seeks to design and validate an integrative learning model that merges batik ethnomathematics, Islamic jurisprudence (fiqh) values, and gender inclusivity to enhance students’ numeracy literacy and trustworthiness (amanah). A quasi-experimental method employing a pretest–posttest non-equivalent control group design was applied. The experimental class received instruction based on batik ethnomathematics integrated with fiqh values, while the control class followed a conventional approach. The findings demonstrate that embedding geometric concepts within batik ethnomathematics made learning more contextual, meaningful, and culturally relevant. The inclusion of fiqh principles, such as amanah and fairness, fostered students’ Islamic character development, while gender-responsive strategies promoted equitable participation among male and female learners. This study extends existing ethnomathematics scholarship by proposing a cohesive instructional framework that bridges cultural, ethical, and pedagogical dimensions. Theoretically, it enriches the discourse on numeracy literacy through the synthesis of ethnomathematics and Islamic moral education. Practically, it offers a model for implementing gender-responsive and value-based mathematics learning that cultivates trustworthiness and inclusivity in diverse educational contexts.
Co-Authors Cecep Soleh Kurniawan Henry Praherdhiono M Khoiril Akhyar M Ubaidillah Ridwanulloh M. Ubaidillah Ridwanulloh Ridwanulloh Muhammad Za’im An-Naufal Pandi Rais Sri Pujilestari