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All Journal JMIE (Journal of Madrasah Ibtidaiyah Education) Ta'dib International Journal of Teaching and Learning (INJOTEL)
Muhammad Amin
UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Religion Education Mathematics Social Sciences Other

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The Effect of Realistic Mathematics Education Approach on Students' Conceptual Understanding Ahmad Nizar Rangkuti; Mariam Nasution; Almira Amir; Irwan Saleh Dalimunthe; Samsuddin Samsuddin; Muhammad Amin; Dame Siregar; Mhd. Rafi'i Ma'arif Tarigan
Ta'dib Vol 27 No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.12933

Abstract

This research was conducted in Grade VI at SD 200223 Sibulan-bulan Padangsidimpuan during the academic year 2023/2024, focusing on the topic of fractions. The aim of this study was to determine the effect of the Realistic Mathematics Approach on students' understanding of concepts in Grade VI at SD 200223 Sibulan-bulan. The study utilized a Post-Test-Only Control Group design and was of quasi-experimental nature. It involved an experimental group receiving the Realistic Mathematics Education Approach treatment and a control group not receiving such treatment. Both groups were selected randomly. The research findings indicate that students' understanding of mathematical concepts was better when using the Realistic Mathematics Approach compared to conventional learning methods. Based on the hypothesis testing results, it was found that t-count > t-table (2.23 > 1.98) and the Sig. value = 0.018, indicating that there is a positive effect of the Realistic Mathematics Education Approach (RME) on students' conceptual understanding. Based on the above findings, it is recommended that the learning process in schools use the Realistic Mathematics Education Approach, as it can improve students' conceptual understanding and mathematical abilities.
CULTURALLY RESPONSIVE TEACHING LEARNING MODEL FOR ELEMENTARY SCHOOLS IN PADANGSIDIMPUAN CITY Nashran Azizan; Maulana Arafat Lubis; Muhammad Amin; Hamidah Hamidah; Latifa Annum Dalimunthe; Parulian Siregar
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 10, No 1 (2026): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v10i1.936

Abstract

Developing students’ social character is a central goal of elementary education. This research aims to develop and validate a CRT model integrated with the local cultural values of poda na lima to strengthen students’ social character in PPKn. The research adopted the Plomp educational design research model, encompassing the stages of preliminary research, prototyping, and assessment. The participants were 106 fourth-grade students from a public elementary school in Padangsidimpuan. Data were collected through expert validation sheets, questionnaires, classroom observations, and learning outcome tests, and analyzed using descriptive statistical methods. The results indicate that the developed model achieved high levels of validity, practicality, and effectiveness in improving students’ social character. The integration of poda na lima values within the CRT framework provides a culturally grounded pedagogical strategy that aligns learning with students’ sociocultural backgrounds. The study also produced several supporting instructional materials, including a CRT model book, RPP, BG, BS, and LKS. This research contributes to the advancement of culturally responsive pedagogy by embedding indigenous cultural values into instructional design, offering an innovative approach to strengthening character education in elementary schools.
PROBLEM BASED LEARNING IN ISLAMIC RELIGIOUS EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF ITS EFFECTIVENESS IN DEVELOPING STUDENTS’ CRITICAL THINKING SKILLS Muhammad Amin; Hamidah; Dame Siregar
International Journal of Teaching and Learning Vol. 4 No. 4 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22856212

Abstract

This study aims to systematically review the effectiveness of Problem-Based Learning (PBL) in Islamic Religious Education (IRE) in developing students’ critical thinking skills. The study employed a Systematic Literature Review (SLR) approach to identify, screen, and synthesize relevant empirical and conceptual studies from major academic databases, including Scopus, ScienceDirect, SpringerLink, Taylor & Francis, ERIC, and Google Scholar. The selected studies were analyzed using content analysis and thematic synthesis, focusing on research characteristics, educational level, PBL implementation, critical-thinking indicators, learning outcomes, and contextual factors that influence effectiveness. The findings indicate that PBL generally contributes positively to students’ critical thinking by encouraging problem identification, inquiry, information evaluation, collaborative discussion, argumentation, reflection, and decision making. In the context of Islamic Religious Education, PBL is particularly relevant because it enables students to connect Islamic knowledge with authentic social and religious issues, thereby promoting contextual understanding and reflective reasoning. The synthesis also reveals that the effectiveness of PBL is influenced by the quality of problem design, teacher facilitation, student engagement, group interaction, duration of intervention, information sources, and assessment strategies. Conceptually, the study proposes a mechanism of Authentic Islamic Problems → Inquiry and Information Seeking → Source and Evidence Evaluation → Collaborative Argumentation → Islamic Value-Based Reflection → Problem Solving and Decision Making → Critical Thinking Skills. The study concludes that PBL is a promising pedagogical approach for strengthening critical thinking in Islamic Religious Education. Future research should employ broader samples, longitudinal and mixed-methods designs, and develop critical-thinking instruments that are more contextually aligned with Islamic Religious Education.
Co-Authors Ahmad Nizar Rangkuti Almira Amir Hamidah Hamidah, Hamidah Irwan Saleh Dalimunthe Latifa Annum Dalimunthe Mariam Nasution Maulana Arafat Lubis Mhd. Rafi'i Ma'arif Tarigan Nashran Azizan Parulian Siregar Samsuddin Samsuddin Siregar, Dame