Actualization Islamic Values in Learning About Addition,

Subtraction, and Multiplication of Integers with Approach of

Realistic Mathematics Education to Develop Students Character

Muslimin

1,2

, Ratu Ilma Indra Putri

, Zulkardi

and Nyimas Aisyah

Universitas Muhammadiyah Palembang, Jl. Jend. A. Yani 13 Ulu Palembang Sumsel, 30263 Indonesia

Universitas Sriwijaya, Jalan raya Palembang Prabumulih km 32, Ogan Ilir Sumsel, 30662 Indonesia

Keywords: Actualization of Islamic Values, Learning, PMR, Student Character.

Abstract: Mathematics learning must undergo renewal to corrective and improve the comprehension ability of math

material optimally. A mathematics teacher is always required to try to innovate in the teaching of

mathematics in the classroom, including the effort of studying addition, subtraction, and multiplication of

integers with the approach of Realistic Mathematics Education which actualize the value of Islam religion.

Such learning can be expected to strengthen the character of the student. In this learning, examples of the

application of learning steps of addition, reduction and multiplication with PMR approach that actualize

Islamic values.

1 INTRODUCTION

Moral Indonesian society is currently very

concerned, even though the government has

promoted character education in schools. The crisis

that struck the Indonesian people from students to

political elites occurred due to religious and moral

education that teaches at school or college (college)

has nothing to do with them. That are many humans

who are incoherent between speech and action. Such

conditions, freedom originated from what is

produced by the world of education (Zubaedi,

2015).

Of the various cases that occurred in Indonesia is

either published by print or electronic media, one of

the problems is character education that has not been

implemented optimally, the planting of religious

values (in this case Islam) that has not touched the

hearts of students due to the delivery that is still

focused on just knowledge and skills, and the

concept of child development that has not been fully

understood, and has not been used as a basis in

education.

The education system in Indonesia is always

changing, and until now it still concerns both the

quality and the character it produces. Educational

system which is not aqidah-oriented will produce

imbalanced and less harmonious societies (Asy-

Syaimaa’ Hussain et al., 2017).

Character education has been the concern of

many countries to prepare quality generations, not

only for the individual interests of the citizens but

also for the citizens as a whole (Wakhida, 2015).

The potential human character has been owned

before birth, but this potential should continue to be

developed through socialization and education.

Education is one of the containers in supporting the

formation of individual characters.

The issue of character is becoming a hot topic in

the world of education in Indonesia, up to the

government to take part in it. Still warm in ears for

teachers about Curriculum 2013 which until now

still ongoing revision. The curriculum is touted as

the ultimate weapon to improve the character of

students in Indonesia.

Establishing a good character is a great job that

is the primary task of a teacher as an educator.

Teachers as educators have often neglected, there

tends teacher as the teacher is busy with how

students should get good grades without regard to

the learning process of their students know and

understand. If the teacher realizes himself and

understands how that should be a teacher as well as

an educator, then the teacher in his lesson will

emphasize the process rather than the outcome.

Teachers who teach with emphasis the process,

will give students the opportunity to learn by starting

from what is often experienced by students in their

daily situations (contextual), here the teacher can

180

Muslimin, ., Putri, R., Zulkardi, . and Aisyah, N.

Actualization Islamic Values in Learning About Addition, Subtraction, and Multiplication of Integers with Approach of Realistic Mathematics Education to Develop Students Character.

DOI: 10.5220/0008519101800187

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 180-187

ISBN: 978-989-758-407-7

enter the context of Islamic values or local culture in

which school students are generally there embedded

culture of the good and right character. Furthermore,

the teacher guides students to connect the real world

with the core of the new material will be discussed,

with the aim that students learn meaningfully, the

next students are given the freedom to use strategies,

language, symbols, and appreciate their work in

solving real problems given by teachers, must be

interactive, and should be taught as much as possible

connected with other disciplines. In mathematics

learning, this step is better known by the

characteristic approach of Realistic Mathematics

Education (Dalmeri, 2013). Questions arise how to

actualize the values of Islam in the learning about

addition, reduction, and multiplication with the

approach of realistic mathematics education to

develop the character of students.

2 ISLAMIC VALUES STRENGTH-

EN THE CHARACTER OF THE

STUDENT

In the Islamic context, character education or

commonly referred to as "moral" or morality in

Islam has existed since Islam was there because of

the coming of Prophet Muhammad to this earth that

is to enhance a noble character, which at that time

the Arab nation is still a nation "barbaric ", the"

ignorant "nation, and the" uncultured "nation. Along

with the Prophet's message. Little by little has

changed well until now. It proves the success of the

Prophet in educating the ignorant to become a good

people, being a "cultured", and a "civilized"

(Muhsinin, 2013).

Aqidah or Faith as a belief system that is

manifested through a form of worship as servitude to

Allah by way of control of Shari'a as a medium to be

mastered was the creed, sharia and worship that are

part of the system of worship must be evidenced by

behavior (actions) are excellent.

Based on the relationship between the aspect of

aqidah, worship, shariah and morals in the flow of

religion then in moral education value, fourth

aspects above should be explored and developed so

that it becomes a character that remains in the

student self.

3 MATHEMATICAL CHARAC-

TERISTICS

Soedjadi (2000), Sumardyono (2004), and

Abdussakir (2017) explain the characteristics of

mathematics that are not shared by other science.

The characteristics are as follows:

1. Mathematics has an abstract object of study,

though not every abstract object is

mathematical.

2. Relying on agreement, symbols and terms in

mathematics is a significant agreement or

convention. With the symbols and terms agreed

upon in mathematics then the next discussion

will be easy to do and communicate.

3. Adhering to the deductive mindset, in

mathematics only accepted a deductive mindset.

A deductive mindset is a mindset based on

truths that are generally proven to be true.

4. Consistent in the system, in mathematics, there

are various systems formed from several axioms

and contains several theorems. Within each

system, consistency applies. It means that in

every system there can be no contradiction. A

theorem or definition must use predetermined

terms or concepts.

5. Having an empty symbol of meaning, the actual

mathematical symbols empty of meaning. It will

mean something when it is associated with a

particular context. In general, it also

distinguishes mathematical symbols with

symbols instead of math. The clear meaning of

mathematical models is a "force" of

mathematics, which by that nature can enter in

various spheres of life.

6. Taking into account the universe of speech,

concerning the precise meaning of mathematical

symbols, then its use should take into

consideration the sphere of its speech or the

universe of speech. It is this fifth and sixth

characteristic that later in some studies,

especially the study of math and religion, gives

the possibility that mathematical symbols can be

given a specific meaning. Especially when the

universe of conversation or the context of the

conversation into the realm of religion. Related

to the four objects of learning mathematics,

namely facts, concepts, skills, and principles,

some experts began to add one more object that

is not less important is the value (value). Bell

Actualization Islamic Values in Learning About Addition, Subtraction, and Multiplication of Integers with Approach of Realistic

Mathematics Education to Develop Students Character

181

(1978) referred to it as positive attitudes and

included it as an indirect object in mathematics.

4 CHARACTER EDUCATION IN

MATHEMATICS LEARNING

The character has a substantive meaning and a

fundamental psychological process. Lickona (1992)

refers to the concept of good nature proposed by

Aristoteles as "... the life of the right conduct -right

conduct about other persons and oneself". The

character can be interpreted as a life of good

behavior / full of virtue, that is to behave well

toward another party (God Almighty, human, and

universe) and to self.

Good character consists of psychological process

knowing the good, desiring the good, and doing the

good-habit of the mind, the habit of the heart, and

habit of action. These three substances and

psychological processes lead to moral life and

personal moral maturity. In other words, the

character is interpreted as own excellent quality, in

the sense of knowing better, willing to do good, and

manifestly behave well, which coherently radiates as

a result of learning that needs to encroach on the

cognitive, affective, psychomotor, and social aspects

in proportion to careful planning.

To form a student who to be "akhlakul karimah",

then that must be worked is empowering the power

of faith, worship, sharia, and morals. Students who

have a special "karimah" or character can also be

formed from the learning of mathematics. According

to Abdussakir (2017), the positive impacts of

mathematics learning relating to commendable

attitudes or morals are as follows:

4.1 Attitude Honest, Accurate, and

Simple

The math that many people call it arithmetic is the

science that is related to the process of counting. In

the calculation process to determine the outcome of

the answers using theorem or deficiency requires an

attitude of thoroughness, precision, and accuracy.

Having obtained the results, of course, requires a

checking process of the steps that have been done.

Whether the levels based on the theorem or do not.

Don’t let the step deviate from the theory so that of

course the answer will be wrong. Therefore, it needs

accuracy and precision.

In mathematics, there is also a principle of

honesty. When doing the process in math and not by

the principles or theorems that exist of course the

work will be wrong, and one can’t dodge it or argue

on a mathematical basis to justify the illegal

practice. On the contrary, one can’t blame a

definition or a proven theorem to achieve the

objective of a calculation desired by a person.

As an example:

If in mathematics it has been agreed that -3 x 5 =

-15, certainly should not justify -3 x 5 = 15. On

whatever pretext one can't argue it because the goal

is to produce 15.

Besides, mathematics also teaches the principle

of simplicity which means it is as effective as

possible to use the steps to lead to the right outcome.

We often have quick calculations. Indeed, the quick

calculations do not ignore the steps or principles

according to the theorem. But of course, when

someone who has understood can go further than

every level that is important not to violate the rules

that exist in mathematics.

In the 25 x 25 = op. . .? Some people respond

with the steps:

25 x

125

50 +

625

However, for someone who already knows the

properties of multiplication of number 5 directly

answers it: 25 x 25 = (20 + 5) 25 = 625. The second

answer is more precise and more time-efficient but

needs to know the nature and principles of

mathematics.

4.2 Consistent and Systematic Attitude

to the Rules

Mathematics is a science based on systematic

agreements and from that agreement someone who

works with mathematics must obey it. For example,

if in mathematics the number of angles in triangle =

1800 in Euclid geometry. Surely, we must abide by

it to prove the truth further. We should not hit the

deal if we do not want to be wrong.

The rules in mathematics are neatly arranged

systematically ranging from the definition or truth of

the base that does not need proof because it is

proven to be true. Then the existence of a theorem

that refers to an explanation must be verified. The

hypothesis will give rise to a result called Lemma or

Corollary.

Not only that in the parts of mathematics have

also been arranged systematically neatly as an

example on the concept of numbers: complex

numbers in it there are real and imaginary numbers.

In the real numbers, there are rational and irrational

numbers. In rational numbers, there are say round

and fractional. From that example, mathematics is

very systematic and must be adhered to in the

ICMIs 2018 - International Conference on Mathematics and Islam

182

process. Similarly, to be a leader must hold on to the

truth of the systematic and consistent rules of

running it. The trust given by the people must be

carried out by what is needed by the people.

Consistency must always exist in any condition.

4.3 Fair Attitude

In mathematics there is a principle of fairness in

terms of an equation. As an example: 2x + 5 = 15,

specify the value of x! (the solution of the equation).

To find a solution of the equation is required steps as

follows:

2x + 5 = 15

2x + 5 - 5 = 15 - 5

2x = 10

x = 5

If we see the operation on the left side must be

equal to the right side. So, in the process, there is a

principle of justice in mathematics.

4.4 Responsibility

In mathematics, there is a process called proof either

inductively or deductively. In the process of proof,

there are steps to be taken, and they are based on

sound truth and reason. As an example: to prove the

Area of Triangle = ½ * base * height, we need

related steps, e.g. one of them by using Pythagoras

theorem that has been proved to be true. Thus, to

prove the area of the triangle in its the step, we

choose to use the Pythagoras theorem for a definite

reason that is already proven right and related to the

principles of the triangle.

4.5. Confidence and Not Surrender

Students very much need confidence. A student will

accomplish his tasks well if he has confidence in his

ability. In mathematics itself, to solve a

mathematical problem is required to be confident in

doing it. Usually in learning mathematics is not

uncommon for students who like to equate the

answer with the answer of his friend on the grounds

whether the answer is correct. However, sometimes

because of a lack of confidence in the student when

the answer is different from his friend is not even

motivated to find the right answer but on the

contrary that arise the sense of surrender. The

student feels the answer is wrong and that arises

cheating his friend's answer that is not necessarily

true.

That needs to be developed in the learning of

mathematics related to the attitude of self-

confidence is to let the students be creative with the

answer according to his ability. If there is a failure in

finding out the result answers, the teacher assists in

motivating students to find the correct answer. If the

activity is done continuously of course attitude will

not give up on the student will wake up. Students

will continue to search for and seek answers to

problems, so they get results. The feeling of not

giving up will result in confidence in students.

Thus, learning mathematics is very important to

form a qualified person. If the teacher can determine

the characteristics of any mathematical concepts, of

course, the teacher will be more accessible to

develop it in every learning process. Teachers can

strive to create design learning by combining Islamic

values and values contained in every mathematical

concept. Thus, character education is not only

written as an administrative requirement, but it is

true that the student's character traits can also be

well established.

5 LEARNING STEPS WITH

INDONESIAN REFORMA-

TIONS MATHEMATICS EDU-

CATION APPROACH (PMRI)

In designing classroom learning activities for a

particular topic, the teacher must have guesses or

hypotheses and be able to consider student reactions

to each stage of the learning path towards the

learning objectives that are implemented.

Based on the above opinion, the principles,

characteristics of Realistic Approach as well as

taking into account the value of Islam as a source of

strengthening the character of students and

characteristic of mathematics itself, the authors

compiled a step of learning integer operations

(addition, subtraction and multiplication) with

Realistic Approach, as follows:

1. The first step, understanding contextual problem,

namely the teachers provide the contextual issues

(Islamic Values) in everyday life and ask

students to understand the problem.

2. The second step, explaining the contextual

problem, that is, if in understanding the problem

of students experiencing difficulties, the teacher

explains the situation and condition of the

problem by giving instructions or suggestions as

necessary, limited to certain parts of the problem

that has not been understanding.

Actualization Islamic Values in Learning About Addition, Subtraction, and Multiplication of Integers with Approach of Realistic

Mathematics Education to Develop Students Character

183

3. The third step, solving the contextual problem,

i.e. student individually solves the contextual

problems in their own way. How to solve and

answer different issues is preferred. By using the

analogy strategy. Teachers motivate students to

complete problems in their own way.

4. The fourth step, compare and discuss answers,

i.e. the teacher provides time and opportunity for

the students to compare and discuss the problem

answers in groups. Students are trained to bring

out ideas they have about student interactions in

the learning process to optimize learning.

5. The fifth step, concluding, that the teacher gives

the opportunity to the students as group

representatives (enough to be appointed two

groups) to present the results of the group

discussion, there will be conclusions about a

concept or procedure of problem-solving in the

learning process above.

The five steps above, according to Putri et al.

(2015), still need to pay attention to three important

aspects of the learning process in social

constructivist views, namely (1) social norms, (2)

sociomatic norms, and (3) classroom practices

mathematics.

6 EXAMPLE OF ACTUALIZING

ISLAMIC VALUES IN THE

LEARNING OF ADDITION,

REDUCTION, AND

MULTIPLICATION

6.1 Operation of Sum Total

This learning step, specifically for core activities

(learning scenarios), before the start of learning

steps with the approach of Indonesian Realistic

Mathematics Education, teachers in question and

answer to understand students that the sum operation

is discussed in the Qur'an with the following Word

of Allah SWT :

"Notice the word of Allah in the letter of Al

Kahf verse 25, which means" And (it is said) they

tarried in their Cave three hundred years and add

nine". These shows that God caught (300 + 9) years,

why not directly call 309 years. Furthermore, the

teacher asked the students to follow the learning

with the following activities actively.

a. The first step present through contextual Islamic

values.

Look again at the word of Allah in the Quran

letter of Huud verse 114 as follows.

1) “.............., Indeed the good deeds were

abolished (sin) bad deeds. That is a warning

to those who remember.” (Q.S. Huud, 114).

2) Furthermore, it is worth it if the ummah is

advised to always do good after having done

evil to remove it, as the following hadith.

From Abu Dzar, Jundub bin Junadah and

Abu "Abdurrahman, Mu" adz bin Jabal

radhiyallahu'anhuma, from the Prophet

Sallallahu" Alayhi Wa Sallam, he said: “obey

(Taqwa) to Allah wherever you are and

follow something sinful with kindness, will

certainly remove it and mingle with fellow

human beings with good morals". [Hadist

history from Tirmidzi, he has said: This

Hadith is hasan, on another lafazh its degree

hasan shahih].

b. The second step, directing the contextual

problem, in the form of directives and

suggestions to understand with the contextual

problem.

For example:

1) Goodness for the good that someone does

will increase the value of the right that more

than the good first.

2) Goodness followed by badness will reduce

the amount of kindness someone has done.

3) The ugliness that is supported by virtue will

reduce the value of the bad that someone has

done.

4) The badness for the sake of conducted

person's evil will increase the amount of

wickedness more than the previous disrepute.

c. The third step, solving the contextual problem, is

that students work individually on an individual

basis to solve contextual problems in their way.

Different ways of solving and solving problems

take precedence, of course with effort and how to

use their strategies. Teachers motivate students

to solve the problem in their way. Possible

student answers as follows.

1) (+5) + (+3) = + 8, or anyone wrote, 2) 5 + 3

= 8.

2) (+5) + (-3) = + 2, or anyone wrote, 2) 5 + (-

3) = 2.

3) (-5) + (+3) = - 2, or anyone wrote, 2) -5 +

(3) = -2

ICMIs 2018 - International Conference on Mathematics and Islam

184

4) (-5) + (-3) = - 8, or anyone wrote, 2) -5 +

(-3) = -8.

d. The fourth step, comparing and discussing

answers, is that teachers provide time and

opportunity for students to compare and discuss

problem responses from step number three in

groups. Students are trained to bring out ideas

they have about student interactions in the

studying process to optimize learning. These

means that the fourth step results are discussing

in groups under the guidance of teachers.

e. The fifth step, concluding, is that the teacher

gives the students an opportunity to conclude a

concept of integer summing according to the

context of the solution of problems that have

been gaining from the learning process.

6.2 Reduction Operations

This learning step, especially for core activities

(learning scenarios), before the start of the learning

step with the approach of Indonesian Realistic

Mathematics Education, the teacher in question and

answer to the students understand that the reduction

operation is discussed in the Qur'an with the

following Word of Allah SWT.

“And verily we sent Noah (as Our messenger)

unto his folk, and he continued with them for a

thousand years save fifty years; and the flood

engulfed them, for they were wrong-doers.” (Q.S.

Al-Ankabut, 14).

In Q.S. Al-Ankabut, 14. To refer to 950, Allah

denotes a reduction operation of 1000 - 50.

Furthermore, the teacher asks the active students to

follow the learning as the following.

a. The first step, present the contextual value of

Islam,

“obey (Taqwa) to Allah wherever you are and

follow something sinful with kindness, will

certainly remove it and mingle with fellow

human beings with good morals". [Hadist

history from Tirmidzi].

b. The second step, directing the contextual

problem, in the form of directives and

suggestions to understand with both contextual

issues.

From (Hadist History Tirmidzi), directed to be

understood that doing good by trying to ignore

(operation reduction) ugliness, so the possibility

of students thinking as follows:

1) Goodness by ignoring the next great can

reduce the reward of goodness.

2) Kindness by ignoring badness will add to the

reward of goodness.

3) Ugliness by ignoring goodness will be

adding/stacking ugliness.

4) Ugliness by ignoring the next badness can

reduce ugliness.

c. The third step, solving the contextual problem, is

that students work individually on an individual

basis to solve contextual problems in their way.

Different ways of solving and solving problems

take precedence, of course with effort and how to

use their strategies. Teachers motivate students

to solve the problem in their way. Possible

student answers by choosing any two different

numbers as follows:

1) 5 – 3 = 2

2) 5 – (-3) = 8

3) (-5) – 3 = -8

4) (-5) – (-3) = -2

d. The fourth step, comparing and discussing

answers, is that teachers provide time and

opportunity for students to compare and discuss

problem responses from step number three in

groups. Students are trained to bring out ideas

they have about student interactions in the

studying process to optimize learning. These

means that the fourth step results are discussing

in groups under the guidance of teachers and

resulted in the conclusion of each group.

e. The fifth step, appointing two groups to take

turns to present the conclusions of the results of

the group discussion, as a teacher's attempt to

give students an opportunity to conclude a

concept of integer reduction by the context of the

solution of problems that have been obtaining

from the learning process.

The next teacher's job is to consolidate the

concept of reduction to the nature of the integer-

reduction operation as follows:

1) ( + ) ( + ) = Goodness by ignoring the next

great can reduce the reward of goodness.

2) ( + ) ( - ) = Kindness by ignoring badness will

add to the reward of goodness.

3) ( - ) – ( + ) = ugliness by ignoring goodness

will be adding/stacking ugliness.

4) ( - ) – ( - ) = ugliness by ignoring the next

badness can reduce ugliness.

6.3 Multiplication Operations

This learning step, specifically for core activities

(learning scenarios), before starting with the learning

Actualization Islamic Values in Learning About Addition, Subtraction, and Multiplication of Integers with Approach of Realistic

Mathematics Education to Develop Students Character

185

steps and approach of Indonesian Realistic

Mathematics Education, the teacher in question

asked students to understand that multiplication

operations are discussed in the following Qur'an.

a. The first step, present through contextual Islamic

values,

1. “Whoso bringeth a good deed will receive

tenfold the like thereof, while whoso

bringeth an ill-deed will be awarded but the

like thereof; and they will not be wronged”.

(Qs. Al-An’am. 160)

2. The likeness of those who spend their wealth

in Allah’s way is as the likeness of a grain

which growth seven stems, in every stem a

hundred grains. Allah multiplies (reply) to

whom it pleases. Allah is All-Embracing,

All-Knowing.” Since the sum operation has

been mentioned in the Qur'an, then to

determine the whole seed, one can perform

by counting.

b. The second step, directing the contextual

problem, in the form of directives and

suggestions to understand with the contextual

problem.

For example, directing to understand the

intended content (Q.S. Al-'Anam: 160), and

Q.S. Al-Baqarah: 261), then remember the

multiplication operation.

c. The third step, solving the contextual problem,

is that students work individually on an

individual basis to solve contextual problems in

their way. Different ways of solving and solving

problems take precedence, of course with effort

and how to use their strategies. Teachers

motivate students to solve the problem in their

way. Possible student answers as follows.

1). a) every 1 good = 10 times good deeds

b) every 1 evil deed = 1 reward ugliness

2). 100 + 100 + 100 + 100 + 100 + 100 + 100 =

700,

100 + 100 + 100 + 100 + 100 + 100 + 100 =

7 x 100.

d. The fourth step, comparing and discussing

answers, is that teachers provide time and

opportunity for students to compare and discuss

problem responses from step number three in

groups. Students are trained to bring out ideas

they have about student interactions in the

studying process to optimize learning. These

means that the fourth step results are discussing

in groups under the guidance of teachers and

resulted in the conclusion of each group.

e. The fifth step, concluding, is that teachers give

students the opportunity to conclude a concept

of integer multiplication by the context of the

solution of problems that have been gaining

from the learning process. In this step, the

student is expected to conclude that "Added 100

repeats seven times so that obtains 700". The

concept of repeated addition is the concept of

multiplication number operations.

The next task of the teacher is to establish the

concept of multiplication to the nature of the

operation of integers as follows:

1) positive × positive = positive,

2) positive × negative = negative,

3) negative × positive = negative,

4) negative × negative = positive,

developed by Hudojo (2005) as an honesty

analogue.

1) true if it is said to be true, then the

behavior is true,

2) true if it is said wrong, then the behavior is

wrong,

3) wrong to say true, then the behavior is

wrong,

4) wrong to say wrong, then the behavior is

true.

7 CONCLUSIONS

Islamic values are reflected on the interrelationship

between the aspect of aqidah (faith), worship, sharia

and morals, then in moral education, the values of

the four aspects above must be explored and

developed so that it becomes a character that

remains in the student self. The four aspects are the

values of Islam that come from the Qur'an and

hadith that must be applied in everyday life by

humans to survive the world and the hereafter.

While the learning of mathematics should be

made useful also to students cognitively, effectively,

and psychomotor, and give positive impact to the

character of students. To be more optimal in

developing/attaching the character to the students

themselves and every teacher is required to be

active, creative, innovative, and develop and create

the design of learning by actualizing Islamic values

and values contained in every mathematical concept.

Thus, character education is not just a slogan only,

but the value of the students' character is awareness

well. Also, it should also be remembered that

Mathematics is an activity that is never separated

ICMIs 2018 - International Conference on Mathematics and Islam

186

from real life every day. To build optimal activity,

one of them is by doing mathematics learning

through "Realistic mathematics education"

approach.

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Abdussakir, 2017, Internalisasi Nilai-nilai Islami dalam

Pembelajaran Matematika dengan Strategi Analogi.

Prosiding SI MaNIs Vol 1 No. 1 pp. 659-665.

Asy-Syaimaa’ Hussain, L. K., and Ramli, A. F., 2017.

Contributions of Islamic Civilization to the

Mathematics Development. Jurnal Ilmiah Agama dan

Sosial Budaya 2, 2, pp 199-208.

Bell, F. H., 1978. Teaching and Learning Mathematics,

USA: W.M.C. Brown Company Publisher.

Dalmeri, 2013. Gagasan tentang Pendidikan Karakter

untuk Membangun Budaya dan Peradaban Bangsa

(Telaah atas Filsafat pendidikan Ibn khaldu).

Presented article on Seminar Nasional dan Workshop

Pendidikan Karakter. IKA-MP Program Doktor

Program Pascasarjana Universitas Negeri Jakarta.

Retrieved from http://guruidaman.blogspot.com/

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