<![CDATA[Mathematics learning in Islamic secondary schools often faces challenges related to low achievement, limited conceptual understanding, and fluctuating student motivation. One promising approach to addressing these issues is the integration of culturally and religiously meaningful contexts into mathematics instruction. This study aims to examine the effectiveness of integrating Qur’anic verses into mathematics learning to improve students’ learning outcomes and motivation in Madrasah Tsanawiyah. The research employed a quantitative quasi-experimental design using a one-group pretest–posttest approach. The participants consisted of sixteen eighth-grade students from a Madrasah Tsanawiyah Negeri in Bulukumba Regency, Indonesia. The instructional intervention involved integrating Qur’anic verses as contextual stimuli and conceptual reinforcement within algebra learning activities conducted over three instructional meetings. Data were collected through mathematics achievement tests administered as pretests and posttests, as well as a Likert-scale questionnaire measuring students’ motivation and learning responses. The data were analyzed using descriptive statistics and inferential analysis, including Shapiro–Wilk normality testing, paired-sample t-tests, N-gain analysis, effect size calculations, and McNemar tests for changes in learning mastery. The results indicate a significant improvement in students’ mathematics learning outcomes after the implementation of Qur’an-integrated instruction. The mean score increased from 52.19 in the pretest to 74.06 in the posttest, representing an average gain of 21.88 points with a moderate normalized gain value. The paired-sample t-test showed a statistically significant difference between pretest and posttest scores, accompanied by a very large effect size. In addition, the proportion of students achieving learning mastery increased from 37.50% to 68.75%. Student responses also revealed highly positive perceptions of the learning experience, particularly in the dimensions of motivation and learning environment. These findings suggest that integrating Qur’anic verses into mathematics instruction can enhance conceptual understanding and motivation by connecting mathematical learning with meaningful cultural and spiritual contexts in Islamic education]]>
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