Pembelajaran Matematika Integratif Bernuansa Islam Melalui Project-Based Learning Pada Materi Geometri Dengan Konteks Fikih

It should be realized that research on the integration of mathematics with Islam is numerous and varied. However, if explored more deeply related to research on how to teach integrated mathematics with Islamic nuances, it is still lacking. Therefore, this article will provide an idea or description of what teachers can do to teach mathematics integrated with Islamic values. This article aims explicitly to combine integrative mathematics learning with Islamic nuances with the Project-Based Learning model, namely on the volume material of cubes and blocks with the context of the two Gullah water fiqh. The research approach used in this research is qualitative with the type of literature study. This research was conducted by looking for theoretical references that are relevant to the problems found. The data is obtained from articles, books, and other documents that can describe the theory and information needed. The steps for implementing Project-Based Learning are as follows: 1) determining fundamental questions, 2) designing project plans, 3) compiling a project completion schedule, 4) monitoring project progress, 5) testing project results and 6) evaluating learning experiences. In conclusion, integrative mathematics learning with Islamic nuances can be combined with the Project-Based Learning model. The hope to be achieved is that, on the one hand, it can increase motivation to learn mathematics, but on the other hand, it can also hone the ability to analyze the problems that exist in religious life, especially Islam.

Forms of applıcatıon of algorıthms ın school mathematıcs teachıng

As for the qualitative definition of the theoretical structure of the concept of algorithm, obtained by building a system of its study on the basis of component analysis in the article, it should be completed by studying the types of algorithmic processes. Three common types of such processes (linear, branching and recursive) play a slightly different role here. The first two types are somewhat simple, as we tried to show in Example 1, it would be natural to use them in the study of the components of the algorithm. Recursive processes can be applied to the play of already separated concepts. There are plenty of examples in various sections of Algebra, such as the "sequences" section, in particular. Finding the approximate value of an expression using the Heron formula can be a good example of recursive processes. The purpose of the research is to develop a methodological system that identifies opportunities to improve the quality of integrated mathematics teaching in V-IX grades and connect it with computer technology as well as identifies ways to apply it in the learning process. Textbooks often show the performance of a particular action on a few specific examples. We come across different situations here. Sometimes the rule is stated after the solution of the work, and sometimes the work is considered after the expression of the rule. The third case is possible, there is no definition of the rule in the textbook, but specific examples of the application of the formed algorithm are considered. This is quite common in school textbooks, especially when considering complex algorithms. In such cases, it is accepted to call the solutions of the studies as examples. The sample solution must meet certain requirements. Let's separate some of them from the point of view of the formed algorithm: the most characteristic cases of the considered type of problem should be considered; numerical data should be selected in such a way that the necessary calculations can be performed orally in order to draw students' attention to the sequence of elementary operations that make up the steps of the formed algorithm. If the problem-solving example meets these requirements, then the type of problem assigned to it can be considered as an algorithm for solving the problem. If, depending on the initial data, there are several fundamentally different cases of problem solving, it is necessary to consider examples of problem solving for each such case.

Students’ Perception on ICT Integrated Mathematics Classes

This paper presents a model for the perception of students relating the ICT integrated pedagogy into practice. The objective of this paper is to analyze the perception of students towards the practice of ICT integrated pedagogy in diverse Mathematics classes. Eighty Mathematics students who were selected randomly from the Department of Mathematics Education, TU, Kathmandu, were the participants. The opinionnaire form was used as a major tool. As the design was quantitative, data was analyzed using percentile, weighted mean, and chi-square test. The findings of the study revealed that there is a positive perception of students on the implementation, process and output of ICT integrated pedagogy. The students reflected that ICT integrated pedagogy has a positive impact to improve their achievement in mathematics. The perception of students shows there is a pedagogical shift from the conventional teaching approach to ICT integrated pedagogy. However, teachers try to use ICT integrated pedagogy in the classroom but some of them have little knowledge and misconception about the use of ICT integrated pedagogy regarding time and resource constraints to practice itin Mathematics classes.

Integrasi Pendidikan Matematika dan Pendidikan Islam (Menggagas Pembelajaran Matematika di Madrasah Ibtidaiyah)

Epistemologically, science and religion can be integrated, even must be integrated. Imam Suprayogo encourages science as an integration of religious values (Islam) with General Science or Science. The integration of Islamic Education and Mathematics Education in the learning proposed in this paper is Islamic education or Islamic values contained /presented/inherent in mathematics learning. Learning mathematics by incorporating Islamic values or teachings will help facilitate teachers in conveying mathematical concepts as well as Islamic education/Islamic values to students. This integrated mathematics learning is very compatible with the characteristics of Islamic schools/madrasah. Islamic values, help improve the formation of student character in accordance with the ideals of Islam and the nation.

Approach to Representation of CRI Integrated Mathematics and Verbal (R-MV) to Analyze Misconception of Momentum and Impuls Materials

Misconception is a misconception that refers to a concept that is not in accordance with scientific understanding or understanding received by experts in that field. This study aims to identify students' misconceptions in solving momentum and impulse problems through the R-MV approach (mathematical representation and verbal representation) integrated CRI (Certainly of Response Index). This research included in the type of qualitative descriptive analysis research. The subject of the research was tenth-grade students of Jember Regency Senior High School. Data collection techniques in this research use method of observation, tests, and interviews. The data analysis technique used was the mathematical representation approach integrated CRI. Based on the results of the research that has been done, the students' misconceptions percentage in Jember Senior High School of science tenth grade on material momentum and impulse through mathematical representation approach integrated CRI of 20.07% and through verbal representation approach integrated CRI of 32.94%. This is included in the category (Almost Very Confident) for mathematical representation and (Sure) for verbal representation, meaning the value that students get as truthful based on understanding material with correct