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All Journal Journal of Islamic Education Policy Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Rahmalia, Nabila Firda
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Religion Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Eksplorasi Adab Belajar berdasarkan Kitab Ta’lim Muta’alim dan Hasil Belajar Matematika Kelas XI Rahmalia, Nabila Firda; Astuti, Wiwin; Bisri, Moh
Journal of Islamic Education Policy Vol 10, No 2 (2025): Penguatan Mutu dan Transformasi Pendidikan Islam
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jiep.v10i2.3667

Abstract

Penelitian ini bertujuan untuk menggali secara mendalam praktik tata krama belajar yang bersumber dari kitab Ta’lim al-Muta’allim serta kaitannya dengan capaian hasil belajar matematika siswa kelas XI. Penelitian dilaksanakan di SMA IT Nur Hidayah pada tahun pembelajaran 2024/2025 dengan menggunakan pendekatan metode campuran (mixed methods) melalui desain eksplorasi berurutan. Pengumpulan data dilakukan secara komprehensif melalui observasi kegiatan pembelajaran, wawancara dengan guru dan peserta didik, serta analisis dokumen hasil belajar matematika. Hasil penelitian menunjukkan bahwa internalisasi adab belajar, seperti meluruskan niat dalam menuntut ilmu, menumbuhkan sikap hormat kepada guru dan teman sebaya, serta membiasakan ketekunan dan kesungguhan dalam belajar, berkontribusi positif terhadap terciptanya lingkungan belajar yang kondusif. Kondisi tersebut berdampak pada peningkatan hasil belajar, khususnya pada mata pelajaran matematika. Data statistik menunjukkan bahwa sebagian besar siswa memperoleh nilai pada kategori menengah hingga tinggi dengan skor rata-rata sebesar 87,93. Meskipun demikian, penelitian ini juga menemukan adanya tantangan, terutama terkait kurangnya fokus dan konsentrasi sebagian siswa selama proses pembelajaran berlangsung.
Block Course Learning Approach in Thailand: Prospective Mathematics Teachers’ Perceptions Rahmalia, Nabila Firda
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.4725

Abstract

This research is driven by the limited literature regarding the effectiveness of the block course learning model in mathematics teacher education, particularly in Thailand's international school context. While this model is known for its intensity, understanding of how prospective teachers perceive its practical implementation remains scarce. This study aims to describe the perceptions and experiences of the researcher as a prospective mathematics teacher regarding block course implementation at Yanyawit School, Thailand, with student learning outcomes as supporting evidence. A qualitative-dominant mixed-methods approach with a Sequential Exploratory design was employed. The qualitative phase explored pedagogical phenomena to provide a framework for the subsequent descriptive quantitative phase. The unit of analysis focused on the researcher's own experiences as a student teacher, supported by interviews with the deputy principal, mathematics teachers, and 29 MathayomTon 1 students selected via purposive sampling. Data were collected through participant observations during the internship period, semi-structured interviews, and mathematics final examination (UAS) documents validated by expert review. Qualitative thematic analysis revealed four emergent themes: 1) Institutional strategic rationale for curriculum integration, 2) Pedagogical strategies using mathematical play media, 3) Implementation barriers related to student fatigue during long sessions (60-120 minutes), and 4) Positive perceptions of academic impact. Descriptive statistical analysis of exam scores supported these findings, showing that the majority of students achieved moderate outcomes (60-79). Future research is recommended to conduct correlation tests between block course time intensity and conceptual retention, while developing diverse active teaching methods to mitigate learning fatigue during extended instructional durations.
Co-Authors Bisri, Moh Wiwin Astuti