The Integration-interconnection Paradigm in Learning Mathematics

through Development Research and Clinical Supervision

Khurul Wardati

Mathematics Education, UIN Sunan Kalijaga Yogyakarta, Indonesia

Keywords: The Integration-interconnection Paradigm, Four-D Model, Clinical Supervision.

Abstract: The integration-interconnection paradigm is a scientific basic framework developed at UIN Sunan Kalijaga

Yogyakarta. However, the learning model that should be developed to implement integration-

interconnection between Islamic studies and science-technology concepts, as well as the internalization of

Islamic values in society still needs to be examined. Therefore, developmental research with four-D model

was conducted to find math learning model, combined with clinical supervision that aimed to improve the

quality of integration-interconnection learning based. The results showed the existence of different

interpretations between lecturers on learning model used for each level of integration-interconnection

paradigm. Therefore, integration-interconnection experts are required to define every element in integration-

interconnection level, operationally. Moreover, clinical supervision is required to reduce, or even eliminate,

differences in observing the implementation of integration-interconnection in learning. In other words, it

should refer to the standard professional development that includes the expertise, responsibilities and

collegial principles.

1 INTRODUCTION

The integration-interconnection is a scientific

paradigm developed at UIN Sunan Kalijaga

Yogyakarta, and particularly for the Faculty of

Science and Technology, it is a distinctive scientific

identity and characteristics. The paradigm itself has

been elaborated in syllabus, lesson plan or Satuan

Acara Perkuliahan (SAP), learning process,

evaluation, and academic administration guidelines

(Anonim, 2004).The integration-interconnection

approach in learning process not only involved the

domain of Bloom's taxonomy but also entered the

domain of Islamic education (‘ilm, iman and amal).

Therefore, curriculum developed at the Faculty

of Science and Technology, UIN Sunan Kalijaga

Yogyakarta is aimed to achieve a scientific

framework of science and technology (hadlarah al-

ilm) that integrated and interconnected with Islamic

studies (hadlarah al-nash) and ethics (hadlarah al-

falsafah). Until now, the integration-interconnection

paradigm in faculty’s curriculum has been delivered

through several models, following the dynamics of

curriculum changes in Indonesia. It is strayed with a

content-based curriculum that emphasizes on

integration-interconnection materials needed to be

delivered to students. Then, it is turned into a

competency-based curriculum (CBC) that oriented

in achieving graduate standards of competence, in

which the integration-interconnection paradigm is

delivered through development of SAP that relevant

to certain conditions and needs. Now, the curriculum

that is being developed is CBC-IQF (CBC-

Indonesian Quality Framework),a curriculum

oriented to the achievement of learning outcomes in

the aspect of attitudes, generic skills or managerial,

as well as specific skills and knowledge in a field of

expertise. This is certainly an opportunity as well as

a challenge in developing curriculum based on

integration-interconnection paradigm, particularly

related to designing learning model that can

implement the concept of integration-

interconnection between Islamic studies and science-

technology, as well as to internalize Islamic values

in society, especially in the profession of expertise.

Wardati, K.

The Integration-interconnection Paradigm in Learning Mathematics through Development Research and Clinical Supervision.

DOI: 10.5220/0008518001170122

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 117-122

ISBN: 978-989-758-407-7

117

The author, along with a few colleagues, has

done developmental research with four-D model to

search integration-interconnection model at the

Faculty of Science and Technology, UIN Sunan

Kalijaga Yogyakarta. One of the phases is

development phase. In this phase, we made a

learning prototype based on various discourses about

integration-interconnection. The integration-

interconnection domains (philosophy, material,

methodology, strategy) were combined using

integration-interconnection model in learning

implementation. As a result, we obtained a blue print

of disseminated draft models (Wardati et al., 2007)

to observe the implementation of integration-

interconnection paradigm in learning mathematics

specially in class Calculus I.

The results showed that the lecturers of

Calculus I had tried to implement integration-

interconnection learning approach on the level of

material and philosophy, using similarity,

parallelize, complementation, comparisons and

inductive models. However, those lecturers had

different perceptions in observing integration-

interconnection aspects about the level and model of

integration-interconnection. Those differences need

to be reduced or, if possible, eliminated, to find an

integration-interconnection learning model that can

be implemented in general, particularly at the

Faculty of Science and Technology (Khurul W., et

al., 2007).

In addition to determine integration-

interconnection learning model, we also have

conducted a clinical supervision in madrasa (Khurul

W., 2007).The clinical supervision in madrasa

involved eight mathematics teachers in MTs

(Madrasa Tsanawiyah) and MA (Madrasa Aliyah).

Clinical supervision is a form of professional help

which is done systematically from planning,

observation, until intensive analysis, based on

lecturers (teachers) needs. Clinical supervision

model that commonly used is collaborative and

cooperative. It is expected that through clinical

supervision, lecturers (teachers) can find a way to

increase their teaching ability and skills. After

observation, the selected teacher model was teacher

from MTs UIN SunanKalijaga Laboratory. This

experience inspired us to examine the discourse of

elaborated clinical supervision with development

research in the implementation of learning

improvement models (clinical supervision) based on

integration-interconnection paradigm. Therefore,

this paper aims to:

1. Identify the learning improvement model

based on integration-interconnection

paradigm through clinical supervision

2. Elaborate the implementation of clinical

supervision through research development

using four-D model

2 THEORITICAL FRAMEWORK

Many people assume that learning is related to

school activities, which consist of reading, writing

and counting activities. In fact, learning is a complex

process that involves the relation between different

aspects, so that learning can be said as a system

(Mulyasa, E., 2005). Three important things that

characterize a system are:(1) have a purpose,

(2)contains a process and (3) the process always

involve and use various components or certain

elements (Sanjaya, W., 2006). The theoretical

framework related to the discussion in this paper

consist of integration-interconnection approach,

clinical supervision dan development research with

four-D model.

2.1 The Integration-interconnection

Approach

UIN SunanKalijaga has tried to establish a dialogue

and collaboration between various disciplines, which

later known as the integration-interconnection

paradigm. Amin Abdullah as the initiator of that

scientific paradigm has divided the present science

into three scientific discipline: religious studies

(hadlarah al-nash), science (hadlarah al-ilm), and

philosophy (hadlarah al-falsafah). This grouping

leads to a realization that every area has its own

limitation, hence encourages dialogue, collaboration

and the use of methodology and approach from

different scientific discipline (Amin Abdullah,

2006).

The scientific paradigm of integration-

interconnection can be elaborated from two aspects,

domain and model. Domain aspects are divided into

four levels, namely the level of philosophy, material,

strategy and methodology. There are six models that

can be used to elaborate integration-interconnection

paradigm: similarity, parallelize, complementation,

comparisons and inductive models (Anonim, 2006).

Integration-interconnection learning approach is

the implementation of scientific paradigm of

integration-interconnection at strategy domain. The

learning of general science (hadlarah al-ilm),

including a mathematics, must involve and utilize

ICMIs 2018 - International Conference on Mathematics and Islam

118

components and other elements found in the area of

religious studies (hadlarah al-nash) and philosophy

(hadlarah al-falsafah).

Similarity model means similarize concepts in

science with concepts derived from religion, though

the concept not necessarily the same. Parallelize

model assumes that concepts from the qur'an

parallel with concepts derived from science because

of similarity in connotation, but without equating the

two. Complementation model portrays that science

and religion are co-exist and mutually reinforce each

other, but still maintaining the existence of each.

Comparison model compares scientific concept

(theory) with the concept of religious insight the

same symptoms. Inductive model means that the

basic assumptions of scientific theories is supported

by empirical findings, and the rationale is continued

theoretically towards metaphysical thinking, then

connected with related religious and Al Qur’an

principles. Verification model study reveals that the

results of scientific research support and prove the

truths of verses in Al Qur'an (Anonim, 2006).

2.2 Clinical Supervision

Supervision can be viewed as an "art" of cooperation

with a group of people, where they are subjected to

an authority in such a way that work implementation

lead to the highest possible results. This demands the

ability to practice the principles of human

relationships as well. There are no definite and

convincing rules applied in human relationships, and

every person has unique personality. Therefore,

developing working relationships should always

consider the personality of other (Nurtain, 1989 and

Sri Banun Muslim, 2010).

The addition of clinical terms refers to the way

doctor treats patient who suffering from pain. A

clinical trial in health science is basically a series of

new medicine development process. During the trial,

a new type of medication or treatment is expected to

give a better result compared to existing treatments

(Edward White and Julie Winstanley, 2010).

Regarding this issue, the doctor will try to

communicate, and find a way to diagnose and

provide professional and reliable services. Such a

relationship also applied in clinical supervision

between lecturers and supervisor. Supervisor will

observe lecturer during learning activities to obtain

information needed. Based on the recorded data or

facts, supervisor and lecturer can collectively find a

way to improve learning process (Suparwoto,

2006).According to Richard Weller and cited by

Acheson and Gall, clinical supervision is defined as

a form of supervision that focus on teaching

improvement through systematic cycles in planning,

observation, and intellectual as well as intensive

analysis about the real teaching performance that

makes changes in a rational way (Sri Banun Muslim,

2010).

Based on the two definitions above, operational

definition for clinical supervision is a supervision

that aims to improve lecturers’ professionalism

intentionally (by design), started from initial

meeting, final meeting and class observation,

followed by careful, thorough and objective analysis

to get expected behavior change in teaching. This

clinical supervision is a form of professional help,

conducted systematically based on lecturers needs,

in the hope that lecturers can find a way to increase

their teaching ability and skills.

Among the main characteristics of clinical

supervision is that clinical supervision is a technique

for improving learning quality, a deliberate

intervention in the process of goal-oriented learning,

which combining the school needs with the needs of

lecturers’ personal development, connecting gap

between reality and ideal, as well as assume

professional working relationships between lecturers

and supervisor. In addition, clinical supervision

requires a strong mutual trust as a reflection of

understanding support and commitment to develop

(Susan Sullivan and Jeffrey Glanz, 2005).

The procedure of supervision implementation

that undertaken in the cycle of learning consists of

three phases (Arham JF., 2014):

1. The first phase is performed at the beginning of

activity, and emphasized to build familiarity,

openness, equality, and collegial atmosphere.

The main discussion should about how to

improve the quality of lecturer profession. This

initial meeting should produce an agreement

between lecturers and supervisor about lesson

plan and instrument for learning observation.

2. The Observation phase, lecturers implement the

arranged lesson plans and supervisor records the

facts that occurred during learning, using the

agreed instrument.

3. The final phase (the meeting end) focus on

feedback discussion (reflection) between

lecturers and supervisors, soon after learning

activity. This meeting is similar with the

initial meeting, in which no rating activity

(no good or bad judgment).

The Integration-interconnection Paradigm in Learning Mathematics through Development Research and Clinical Supervision

119

2.3 Research Development with Four-

D Model

Developmental research is a research aimed to

develop learning instruction. Model used in

developing learning instruction is a four-D model. A

four-D model consists of a define phase, design

phase, develop phase and disseminate phase

(Savasailam T., et al., 1974 and Ade GorbiI., et al.,

2018). The description of each step is as follows:

1. The Define Phase

a. Problem Identification

The aim of define phase is to establish and

define the needs in developing learning,

through needs assessment that consider the

existed initial conditions (concepts).

b. Setting Analysis

Things to note on background analysis is:

1) Characteristics of college students

The purpose of knowing students’

characteristics is to measure initial

knowledge, to identify things that hinder

or support learning activities, as well as to

determine learning strategies to achieve

learning outcomes and competence

indicator.

2) Learning conditions

According to Dunn (Harjanto, 1997),

learning conditions that need to be

disclosed is physical environment,

emotional environment, sociological

environment, and physiology of students.

3) Relevant sources and devices

Identification of sources or devices

includes available (used) sources or

devices, human or non-human, and

sources or devices that either intentionally

designed or utilized.

2. The Design Phase

The purpose of this step is to devise a learning

form that meet the needs and address the

problems identified in the define phase.

3. The Develop phase

The steps that must be undertaken on develop

phase are:

a. Identification of basic competencies and

learning outcomes indicators

b. Determining learning strategies

c. Creating learning prototype

The steps in this phase are included in the

learning outline

4. Disseminate phase

After designing learning device at develop phase,

the next phase is dissemination that consists of

these steps:

a. Test device

b. Results analysis by triangulation.

3 IMPLEMENTATION OF THE

INTEGRATION-

INTERCONNECTION

PARADIGM IN LEARNING

MATHEMATICS

Learning activity in classroom, laboratory, or

outside classroom is a complex lecturer-student

activity. Learning activities are simultaneously

revealing aspects of art, technology, science and the

value option for anyone who choose lecturers

profession. This profession includes expertise,

responsibility, and collegial. The expertise is

acquired through intensive and qualified education

and training, responsibility relates to lecturer daily

task in his profession, while the collegial is related

to the relationships between fellow lecturers.

There are many parallel courses(a subject with

the same nomenclature, code, and SAP, and held in

several classes) at the Faculty of Science and

Technology, UIN Sunan Kalijaga that taught by

different lecturers. For each parallel course, a

coordinator is selected through a faculty meeting and

ratified through the Dean Decision Letter. The

implementation of integration-interconnection

learning at the Faculty of Science and Technology

was observed in parallel courses, including Calculus

I. The observations of learning implementation used

a blue print that created by the research team and

had been tested before (Khurul W., et al., 2007):

Table 1: Blue print of observation sheet.

Level/

Domain

M O D E L

1. Philosophical

2. Material

3. Methodology

4. Strategy

A. Similarity D. Comparison

B. Parallelize E. Inductive

C. Complementation F. Verification

The initial integration-interconnection learning

model has been made, but the model is not final.

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This is mainly due to the differences of in

understanding aspects of integration-interconnection

between observer (fellow lecturer), both on level and

model aspect. For example, the implementation of

integration-interconnection in class of Calculus I on

derivative subject: the lecturer made an analogy

between derivative concept and descendants

(generation) because both subjects related to

heredity. Lecturer quoted Al Qur’an Surah Ali

Imron,9 and motivated students to carefully

calculate derivative function, and then related it to

the preparation of becoming a parent. From the

observations, two observers argued that the

integration-interconnection level used was

philosophy and one observer was agreed on

material. In addition, all observers had different

opinions on the model used, between similarity,

parallelize, or complementation.

Clinical supervision forms are required to

eliminate the differences in observation results, since

implementation of clinical supervision should refer

to the standard of lecturer professional development

that engaged expertise, responsibilities and collegial

principles. Therefore, one of the recommendations

resulted from this study is that implementing clinical

supervision for improving integration-

interconnection learning quality (particularly parallel

courses in the Faculty of Science and Technology)

needs an expert (as well as supervisor of integration-

interconnection) to define every level and model of

integration-interconnection operationally, for the

subjects concerned. This supervision model can be

elaborated through a developmental research using

four-D model. The procedures and phases of clinical

supervision that include 3 stages (the first stage,

observation and the end) can be elaborated with 4

stages of four-D model(define, design, develop, and

disseminate), as follows :

1. The first stage: the focus of initial meeting is an

agreement between lecturers, supervisors and

expert tutor (speaker), through the following

steps:

a. The speaker creates a familiar, open, and

honest atmosphere between supervisor and

lecturers to define (problem identification)

and assess the needs. The need assessment is

based on background analyses that consider

students characteristics, learning conditions,

as well as relevant sources and devices. This

step is known as define in four-D model.

b. All participants choose one model lecturer

(other lecturers become supervisors) with the

modeling focus is not how to teach, but how

student learns, including the deficiency and

excess of lesson models.

c. The speaker determines both integration-

interconnection aspects, domains (level) and

model, followed by dissemination to all

lecturers.

d. The model lecturer designs lesson plan that

meet the assessed needs and address the

identified problems, as well as determining

plan for implementing integration-

interconnection based learning. This step is

the design phase of four-D model.

e. The lecturers select and develop

observational instruments collaboratively and

cooperatively, especially learning observation

instruments that focus on integration-

interconnection aspects. This develop step

consist of identification of basic

competencies and learning outcomes,

indicators of learning outcomes, determining

learning strategies and creating learning

prototype. All is included in the learning

outline.

2. The observation stage: this stage includes the

steps of learning implementation in a real

classroom, which in detail is as follows:

a. The model lecturer implements the lesson

plan, the supervisor records all facts that

occur during lesson with the instruments, and

the speaker observe the process.

b. The supervisors and speaker note the

recorded facts systematically and clearly.

c. The facts that occurred during learning are

used as materials for guidance and direction.

3. The final stage: this stage is the evaluation and

feedback discussion between model lecturer and

supervisor, immediately after lesson, that

consists of:

a. Inquire the feeling of model lecturer about

the learning implementation.

b. Display the observation results that has been

analyzed and interpreted by supervisors and

speaker.

c. The speaker gives improvement inputs to

supervisor regarding to observation on

integration-interconnection aspects.

d. The speaker inquiries the response of model

lecturer toward the observation results and

input.

e. The speaker asks model lecturer to explain

the results of analysis process.

f. Make a research report

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121

4 CONCLUSIONS

Improving quality of education can be achieved

through various means, among them is by giving

opportunity to solve learning and non-learning

problem professionally through clinical supervision

and research development. The improvement is

subjected to: 1) the ability to solve problems in

education and learning contextually; 2) the quality of

course content, inputs, processes and outcomes of

learning; 3) lecturers’ professionalism; and 4) the

application of research-based learning principles.

Implementation steps of integration-

interconnection learning with elaborated clinical

supervision and developmental research is the first

stage of four-D model. Clinical supervision in the

observation stage is the dissemination stage, and the

final stage equivalents to evaluation activities. A

very important thing to note is that the evaluation

stage should not include judgement (good or bad) or

rating toward lecturer. Also, the speaker gives inputs

to supervisor regarding to observing integration-

interconnection aspect in learning. After all the three

stages ends, research results must be communicated

through a report for self-reflection as well as a

scientific resource for fellow lecturers, educational

officials and others.

In implementation integration-interconnection

learning at the Faculty of Science and Technology

through clinical supervision, the role of integration-

interconnection expert is crucial. Otherwise, we

need to implement a collaborative clinical

supervision and research development with lecturers

of Islamic studies.

ACKNOWLEDGEMENTS

The author is grateful to Anti Damayanti for her

corrections and to the reviewers for their comments

and suggestions.

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