Development of Teaching Material

“Mathematics Contribution to the Implementation of Sharia”

in Mathematics in Islamic Treasure Course

Nurjanah

, and Laila Hayati

Mathematics Education, Nusantara Islamic University, Bandung, Indonesia

Department of Mathematics, Mataram University, Mataram, Indonesia

Keywords: Mathematics in Islamic Treasure, Teaching Material, Valid, Practical, Effective.

Abstract: This research was based on the needs of teaching material of Mathematics in Islamic Treasure (MIT)

course. This research applied research and development method, used to produce and test the effectiveness

of the product. The result of this research was teaching material on the topic of mathematics contribution in

the implementation of sharia, which is expected to be taught by integrating history into mathematics

learning. The procedure of research and development we applied involved seven steps, namely: potentials

and problems, data collection, product design, design validation, limited trial, field test, and limited

production. In conclusion, teaching material that have been designed should: meet the valid criteria, can be

used in MIT lectures with historical integration strategy on mathematics instruction, and effective in

achieving learning mastery.

1 INTRODUCTION

The curriculum implemented at the Mathematics

Education Department of Teacher Training and

Education Faculty of Nusantara Islamic University

contains two courses of identification, one of those

is Mathematics in Islamic Treasure (MIT). This

course has a level of 2 credit hours, and

administered to meet special needs, for example to

make students understand the relationship between

mathematics with the implementation of Islamic

laws (Kurikulum Program Studi Pendidikan

Matematika FKIP Uninus, 2016). In order to achieve

the goal, the lecturer had designed and arranged the

syllabus, several handouts and student worksheets

required for the lecture.

Reading materials that can support the lectures of

MIT, both printed books and articles published in

various websites, are widely available. However,

these materials did not entirely meet the reference

needed by the MIT course. This is due to the

particularity of the subjects of MIT, which probably

is not discussed in the available sources. There is no

other choice, a more representative and

comprehensive instructional material of MIT needs

to be compiled so that it can be used as lecture

material. Given the breadth and depth of the MIT

study, for the sake of practicality and for the

consideration of time and budget efficiency, we

decided to design the course materials part by part.

In this article we will discuss about teaching

materials development from one of the subjects of

MIT, namely the contribution of mathematics to the

implementation of sharia. One of the sub-subjects

we developed is the distribution of inheritance

(faraa-idl), which requires mastery of operations on

fractions. Although it seems simple, in practice it

was still found high school graduates, even college

students, who have difficulty in finding solutions

from the problems about operations on fractions.

In the holy book of Qur'an letter Annisaa verses

11-12 we could find fractions: ½, ¼, 1/3, 1/6, 1/8,

2/3. Those are very simple at first. However, adding

up some of the fractions will produce a new fraction

with the denominator of the Lowest Common

Multiple (LCM) of the denominator of the initial

fraction. Not only that, the provision that men earn

twice the women's part (Al Quran, Annisaa verse

12), also the provisions of dzawil furudl and

ashabah, will eventually bring up fragmentary

numbers that are not simple for those who do not

usually solve problems related to fractions.

162

Nurjanah, . and Hayati, L.

Development of Teaching Material “Mathematics Contribution to the Implementation of Sharia”in Mathematics in Islamic Treasure Course.

DOI: 10.5220/0008518801620168

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 162-168

ISBN: 978-989-758-407-7

In relation to the use of developed teaching

materials, researchers are interested in the opinions

of Panasuk and Horton (2012) which stated that

mathematics cannot be separated from history. An

interesting opinion related to the application of the

history in mathematics learning, in this case in MIT

learning with the teaching materials we developed,

proposed by Wahyu and Mahfudi (2016). According

to them, as a source of knowledge, history provides

valuable information related to events that has

occurred in the past. Knowledge gained through the

history of mathematics was very useful to be used in

learning. It is possible when we take advantage of

past developments that support progress in the

present.

Based on various thoughts that have been

described, researchers agreed to arrange teaching

material of MIT subjects on the topic of

mathematics contribution to the implementation of

sharia, which is expected to be taught through the

application of historical integration on the

instruction of MIT. The research questions

formulated in this study is, on the development of

teaching materials on the topic of mathematics

contributions to the implementation of sharia: 1)

how is the validity of teaching material that have

been designed? 2) how is the practicality of teaching

material that have been designed? 3) how is the

effectiveness of teaching material designed?

The research and development conducted by the

research team has the objective of producing

teaching material for the subjects of MIT—

mathematics contribution to the implementation of

sharia—which is valid, practical, and effective.

2 METHODOLOGY

Research was conducted by using research and

development method, the research method used to

produce and test the effectiveness of a product. The

result of this research was teaching material—

mathematics contribution to the implementation of

sharia—through the application of history

integration in MIT learning.

From various development models offered by the

experts, researchers have chosen the development

model of Sugiyono (2013) which set 10 stages of

development, namely: 1) Potentials and problems, 2)

data collection, 3) product design, 4) design

validation, 5) design revision, 6) limited trial, 7)

product revision, 8) field test, 9) product revision,

10) mass production. In practice, the researchers

decided to do all the stages set by Sugiyono (2013)

but tried to shorten the procedure by picking several

possible steps to be merged. In addition to merging

certain steps, the researchers also modified some

steps. Precisely, steps 5, 7, and 9 were not done

separately, but merged with design or trial. As for

modification, researchers applied it to the 6th step

(limited trial), 8th step (field test) and the 10th step

(production). Furthermore, we will explore the

reasons or details about the merging and

modification that we did.

The researchers did not place the revision step

separately. The reason is, the revision was done at

least 3 times repeatedly: immediately after the

completion of the teaching material, after the end of

limited trial, and after field test process. Unlike

Sugiyono (2013) who tested the usage in three

different classes, the researcher did it to 11 students:

three students representing lower class, four students

came from middle class and another four

representing upper class.

Furthermore, while Sugiyono (2013) done the

experiment in three different schools, in this study

we test the product by applying CAR (Classroom

Action Research). CAR conducted on 27 students

4th semester of the Department of Mathematics

Education the Faculty of Teacher Training and

Education Uninus academic year 2016/2017. The

last stage was the production of research and

development, which Sugiyono (2013) did in bulk

(mass production), but the researchers did so for a

limited scope.

2.1 Research instruments

In this research and development, the researchers

used the following instruments: validation sheets,

observation sheets, questionnaires, and tests. These

instruments were used in three different processes,

namely: product design, limited trial, and field trial.

Product design toke a validation sheet filled by

experts, to determine the validity of teaching

material. The limited trial used two observation

sheets: the first was filled by students to analyze the

practicality of teaching material; the second was

filled by lecturers to analyze the learning activities.

Field test applied: tests, observation sheets and

questionnaires; all were used to analyze the

effectiveness of teaching material.

Development of Teaching Material “Mathematics Contribution to the Implementation of Sharia”in Mathematics in Islamic Treasure Course

163

2.2 Research procedure

After some merging and various modifications, the

procedure of the research and development

undertaken by the researchers will be illustrated in

the following chart.

Figure 1: Procedure of research and development.

3 RESULT AND DISCUSSION

The results of the study are presented and discussed

in accordance with the research procedure, then

divided into five sections, namely: 1) preparation,

which summarizes the steps of potentials and

problems with data collection 2) design of teaching

materials, which also includes validation and

revision steps 3) limited trial, 4) field test, and 5)

production.

3.1 Preparation

Mathematics contribution to the implementation of

the sharia is one of the subjects in the MIT course.

In the curriculum structure of mathematics education

department, MIT is placed in 4th semester. In this

semester there are important role that is being

undertaken by students, and there are various

important events experienced by them. The

explanation can be illustrated as follows: most

students acting as the core organizers of the

organization of associations in the campus

environment, some students are sent as

representatives of the department in various

academic and student affairs events, and at the end

of the semester all of them will be enrolled in Real

Work Lecture. Conditions that have been described

need more provision than an understanding of

mathematical content and mathematics education.

As a characteristic or marker course of the

department, MIT has a great potential to prepare and

color students in such a way that they have strong

mathematical beliefs in order to finally become self-

masters of Islamic mathematics teachers.

Based on studies of the various potentials and

problems that have been described, researchers

began collecting other supporting data to create

teaching materials. Data collection is done through:

literature studies, curriculum analysis, and needs

analysis. In addition to the aforementioned ways, to

obtain comprehensive data the research team also

conducted interviews with students and department

leaders.

The decision to develop MIT materials, in this

case “mathematics contribution in the

implementation of the sharia,” is a manifestation of

the commitment to provide adequate learning

resources for the achievement of quality learning.

The commitment of researchers in accordance with

the opinion of the Textbook Committee, Education

Bureau (2016) is that in order to apply the

curriculum effectively, a conducive learning

environment which among them requires the

provision of quality learning and teaching resources

is necessary.

3.2 Design of teaching materials

Based on the results obtained from previous steps,

namely the study of various potentials and problems,

and analysis of miscellaneous data or materials

collected; researchers decided to construct suitable

teaching materials—mathematics contribution to the

implementation of the sharia—to be taught by

applying historical integration to MIT instruction.

Prior to the trial to students on a limited scale,

teaching materials that have been designed then

validated in advance by two validators, namely: an

expert of Islamic education, and an expert in

mathematics education. Criteria of validity that the

researchers used is the criteria put forward by Akbar

(2013), as presented in the table 1.

Table 1: Criteria of learning material validity.

Score

Category of Validity

85,1% ̶ 100%

Very valid, or can be used

without revision

70,1% ̶ 85%

Quite valid or can be used but

need a small revision.

50,1% ̶ 70%

Less valid, recommended not

used because it needs major

revision

01% ̶ 50,%

Invalid, or may not be used.

Next, we will present the results of validation of

teaching materials by two validators. The results

presented are the average scores, with the validity of

each component is, a component is said to be valid if

ICMIs 2018 - International Conference on Mathematics and Islam

164

at least satisfy the criteria is quite valid. Validation

results from the two validators will be presented in

the table 2.

Table 2: The result of validation of teaching material.

Rated aspect

Average

Score

percentage

Note

Relevance

82.5 %

Valid

Accuracy

80 %

Valid

Completeness of

presentation

85 %

Valid

Systematic of

presentation

87.5 %

Valid

The alignment of the

presentation with the

integration of history

77.5 %

Valid

Conformity of the

presentation with the

Islamic rules

82.5 %

Valid

Presentation method

82,5 %

Valid

Conformity of language

with good and correct of

the rules of Bahasa

Indonesia

85 %

Valid

Total

82.81 %

Valid

The table above shows the average of overall

percentage score of the two validators is 82.81%,

with the note of each component meeting the valid

criteria. The score of 82.81% is in the range of

70.1% ̶ 85%, which means that the instructional

material that has been designed is quite valid and

requires a small revision before use. Such an

assessment is obtained because of the commitment

of researchers to produce adequate teaching

materials for MIT course, one of them using real

context in religious practice. This is consistent with

the opinion of Westera (2011) about contextual

learning that cannot take place in a vacuum but must

be related with real-world events to make sense for

the students.

3.3 Limited Trial

After being corrected in accordance with the

validator's suggestions, product design that has been

made was then piloted on a small group of students.

Eleven students selected were from: high group of

four students, medium group of four students, and

low group of three students. The purpose of the

limited trial was to determine the practicality of the

learning material that has been made. The criteria of

practicality test in this research and development

refers to the criteria used by Ningrum (2014).

Criteria referred to is, learning material is said to be

practical if it meets the following indicators: 1) the

implementation of lecture program plan according

to the lecturer should at least meet the good criteria;

2) learning material according to the assessment of

the students should at least meet the good criteria.

The observation during the limited trial showed

that almost all of the activity points listed in the

lecture plan were conducted by the researcher. The

only activity that researcher did not do is gave

homework to students. Researcher deliberately did

not give homework. The reason was, that in this trial

the researcher only held once lecture meeting—to

the students who are not taking the course—to know

the criteria of practicality of learning materials that

have been made. Scores obtained by researcher on

the observation sheet by the lecturer is 92.8%, which

means it meets the criteria of very good. Meanwhile,

the questionnaire results about students' responses to

learning material gave an average score of 3.75.

From the highest ideal score of 5, the score obtained

categorized as the good category.

A very good category for the implementation of

instruction by using teaching material that have

been designed, and good category for students'

responses to teaching materials, indicating that the

MIT material that have been designed are said to be

practical. Nevertheless, the researchers continued to

make revision, in this case on the layout and

coloring of the figure, to be more interesting; in

accordance with the suggestions provided by

students. We did this because we agreed with Plank

et.al. (2014), which stated that students were

expected to be able to provide feedback to teachers,

about: their learning needs, and about the teaching

they were getting. Meanwhile, teachers had to create

learning conditions that support active student

disclosure.

3.4 Field Test

Subsequent activities, products that have been tested

its practicality was applied in real conditions for

wide scope. Trial are conducted using Classroom

Action Research (CAR). CAR is conducted to 27

students in 4th semester of the Department of

Mathematics Education of the Faculty of Teacher

Training and Education Uninus, academic year

2016/2017. The effectiveness criteria in this

development research refers to the criteria used by

Mukhlis (2005), which was based on: 1) mastery

learning, 2) the ability of lecturer in managing

Development of Teaching Material “Mathematics Contribution to the Implementation of Sharia”in Mathematics in Islamic Treasure Course

165

instruction, 3) students’ activities, and 4) students’

responses to instruction. If at least three aspects of

the four aspects are meet the criteria, provided that

the mastery learning aspect was met, then the

instruction is declared effective. In order to know

the effectiveness of learning material that have been

designed, then the researchers decided to measure all

aspects except student activities.

3.4.1 Learning Mastery

Student learning mastery was obtained from the quiz

given at each end of the course, with the criteria of

learning mastery in accordance with the provisions

of Depdikbud (Triantoro, 2010). Each student was

said to have achieved learning mastery (individual

learning mastery) if the proportion of correct

answers of students reached ≥ 65%. Meanwhile, a

class was said to have achieved learning mastery

(classical learning mastery, abbreviated with CLM)

if there are ≥ 85% of students who have achieved

learning mastery in the class.

Table 3: Learning mastery in each cycle.

Cycle

Number of

students who

have achieved

learning

mastery

Classical

Learning

mastery

(CLM)

Note

First

81 %

CLM is

not

reached

Second

89 %

CLM

reached

Third

85 %

CLM

reached

Table 3 showed that classical learning mastery

had not been achieved in the first cycle.

Nevertheless, the researchers decided not to provide

re-quiz to students who had not yet reached

individual learning mastery, but simply assigned the

task of re-studying parts they had not mastered,

outside of MIT's lectures. Despite the decline in

performance from the 2nd cycle to the 3rd cycle, in

both cycles the classical learning mastery had been

achieved.

Classical learning mastery could be achieved

mainly due to the commitment of lecturers, to

always try to invite and remind the students to

jointly implement the mandate of curriculum of the

department. The mandate referred to is a

commitment to implement and at the same time help

to create a quality curriculum, in this case to

articulate the competencies required for lifelong

learning and the competencies required for holistic

development. In order to achieve the success of

learning, so that can reach mastery learning,

lecturers are guided by various tools which

according to Guskey (2007) can help the teachers to

increase their power. The various tools or strategies

suggested by Guskey are feedback, correction,

enrichment, and instructional alignment.

3.4.2 The Ability of Lecturer in Managing

Instruction

During classroom instruction activities,

researchers were observed by one of the lecturers

who teach MIT. Observations were conducted by

referring to the observation sheet prepared by the

team, which contains all of the instruction steps that

should be done by the lecturer. Implementation of

activities is assessed starting from not implemented

at all until it is done very well, by giving the value 0

to 4. The final value of each cycle is the average of

all scores in percentage forms. The results of

observation by the lecturer can be seen in the

following table.

Table 4: Observation result of lecturer activity in each

cycle.

Cycle

Average Value

Category

RESPONS

cycle

Positive

Negative

Mediocare

% Positive

88.9

92.6

100

% Negative

7.4

3.7

% Mediocare

3.7

In the table 5, it’s appeared that almost all

students gave a positive response to instruction, on

each cycle. According to researchers, it happened

because the students were actively involved in

learning. In addition, the responses and suggestions

they provide at the end of each cycle, responded

back by the research team, to improving instruction.

Researchers agreed with Spiller (2009) who stated, it

is generally believed that feedback is an important

part of the learning cycle.

All three parts of the field test had been carried

out. The learning mastery analysis concluded that

classical learning mastery had been achieved; the

learning activity analysis resulted in a very good

category; and analysis of student responses also

resulted in a positive category. Based on those three

results, it can be concluded that the teaching

materials the topic of Mathematics Contribution to

the Implementation of the Sharia which had been

designed through the integration of history in MIT

lecture meet the effective criteria.

3.5 Production

The last part of our research and development was

producing output research, in the form of teaching

material. In the meantime, we decided to produce

only limited teaching material, enough to meet the

needs of the lectures themselves. Mass production

will only be done if we have finished compiling all

the topics studied in MIT lectures.

4 CONCLUSIONS

In accordance with the formulation of the problems

that have been described in the beginning, we will

put forward three conclusions. In the development of

teaching materials for the topic of mathematics

contributions to the implementation of sharia: 1) The

teaching material that have been designed meet the

criteria valid with quite valid category; 2) The

teaching material that have been designed can be

used in MIT lectures with historical integration

strategy on mathematics instruction; 3) The teaching

material that have been designed is effective in

achieving learning mastery.

ACKNOWLEDGMENT

This research and development are part of a

historical study funded by the Ministry of Research,

Technology and Higher Education of the Republic

of Indonesia (Kemenristek-dikti RI). However, the

entire contents of this article are purely the

responsibility of the researchers, and irrespective of

the liability of the donor.

REFERENCES

Akbar, S., 2013. Instrumen perangkat pembelajaran.

Bandung: PT. Remaja Rosdakarya.

Al-Hilali, M.T. and Khan, M.M. Translation of the

meanings of the nobel Quran in the english language.

King Fahd Complex for the Printing of the Holy

Quran.

Guskey, T. R., 2007. Closing achievement gaps: revisiting

Benjamin S. Bloom's "learning for mastery". Journal

of Advanced Academics, 19(1), 8-31. Retrieved from

http://files.eric.ed.gov/fulltext/EJ786608.pdf (accessed

at 5 June 2015).

Liberante, 2012. The importance of teacher–student

relationships, as explored through the lens of the NSW

Quality Teaching Model. Journal of Student

Engagement: Education Matters. 2012, 2 (1), 2–9.

Retrieved from http://ro.uow.edu.au/cgi/

viewcontent.cgi?article=1008&context=jseem

(accessed at 6 October 2017).

Mukhlis., 2005. Pembelajaran matematika realistik untuk

materi pokok perbandingan di kelas VII SMP Negeri

Palangga. Thesis, unpublished. Program Pascasarjana

Universitas Negeri Surabaya.

Ningrum, T.A., 2014. Pengembangan perangkat

pembelajaran pada materi bilangan berpangkat dan

bentuk akar dengan pendekatan penemuan terbimbing

untuk siswa kelas IX SMP. Essay, unpublished.

Jurusan Pendidikan Matematika Fakultas Matematika

Development of Teaching Material “Mathematics Contribution to the Implementation of Sharia”in Mathematics in Islamic Treasure Course

167

dan Ilmu Pengetahuan Alam Universitas Negeri

Yogyakarta.

Panasuk, R.M and Horton, L.B., 2012. Integrating history

of mathematics into curriculum: what are the chances

and constraints? International Electronic Journal of

Mathematics Education (IEJME), 7/1, pp 3-20.

Retrieved from http://www.iejme.com/makale/284.

(accessed at 4 October 2017).

Plank, C. Dixon, H., Ward, G. 2014. Student voices about

the role feedback plays in the enhancement of their

learning. Australian Journal of Teacher Education.

Volume 39. Issue 9 Article 7. 39, 9, September 2014.

Pp 98-109. Retrieved from

http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2462

&context=ajte (accessed at 5 October 2017).

Spiller, D., 2009. Assessment: Feedback to promote

student learning. Teaching Development. Unit

Wāhanga Whakapakari Ako. Office of Deputy Vice-

Chancellor, New Zealand. Retrieved from

http://www.waikato.ac.nz/tdu/pdf/booklets/6_Assessm

entFeedback.pdf (accessed at 25 September 2017).

Sugiyono, 2013. Metode penelitian kuantitatif kualitatif

dan R&D. Alfabeta, Bandung

Textbook Committee, Education Bureau. 2016. Guiding

principles for quality textbooks. Retrieved from

http://www.edb.gov.hk/attachment/en/curriculum-

development/resource-support/textbook-

info/Guiding%20Principles%20for%20Quality%

20Textbooks _e_2016%20(3-6-16).pdf. (accessed at

25 September 2017).

Trianto, 2010. Mendesain model pembelajaran inovatif-

progresif: konsep, landasan, dan implementasinya

pada Kurikulum Tingkat Satuan Pendidikan (KTSP).

Jakarta: Kencana Prenada Media Group.

Universitas Islam Nusantara, 2016. Kurikulum Program

Studi Pendidikan Matematika FKIP Uninus. Bandung.

Wahyu, K., Mahfudi, S., 2016. Sejarah matematika:

alternatif strategi pembelajaran matematika. Βeta Vol.

9 No. 1 (Mei), pp. 89-110. Retrieved from

http://ejurnal.iainmataram.ac.id/index.php/beta/,

Downloaded on 20 September 2017.

Westera, W., 2011. On the changing nature of learning

context: Anticipating the Virtual Extensions of the

World. Educational Technology & Society, 14 (2),

201–212. Retrieved from

http://www.ifets.info/journals/14_2/17.pdf.

(accessed at 5 October 2017).

ICMIs 2018 - International Conference on Mathematics and Islam

168