Development of Mathematics Instructional Materials Integrated with

Islamic Sciences

Risnawati

, Zubaidah Amir

, Depi Fitraini

Mathematics Education Study Program, Faculty of Tarbiyah and Teacher Training,

UIN Sultan Syarif Kasim Riau

Keywords: Student Activity Sheet, Integrated Islam, Learning Outcomes.

Abstract: The purpose of this research is to produce Student Activity Sheet (SAS) based on Islamic integration in

mathematics instruction. This research is a development research consisting of three stages namely front-

end analysis, prototype, and assessment. Front-end analysis consists of analyzing syllabus and mathematics

textbook and reviewing the literature of concept of integration, Quranic interpretation, and hadith of a

prophet. The prototype stage consists of validation stage and practicality. The assessment stage consists of

predictions by experts and teachers. The SAS is validated by an evaluation expert and obtained a score in

the range of 88% to 100% which means it is very valid. The SAS practicability validated by education

experts and obtained scores in the range of 68% to 87% which means quite valid. The validity of SAS

validated by subject teachers obtained scores in the range of 61% to 80% which means valid. all students

stated that SAS is practically valid enough to use.

1 INTRODUCTION

Islam is the Shari'ah of Allah SWT sent down to a

human on earth so that they can worship him. The

cultivation of belief in God can only be done

through the process of education at home, school,

and community. Islamic education is a human need

because as a pedagogical (educational). Humans are

born with the potential that can be educated to

become a khalifah on earth, as well as supporters

and holders of culture (Majid, 2014). Islamic

education is a system, namely the Islamic education

system that has components that supports the

realization of the Muslim figure "insankamil". This

is meaningful, education is done in accordance with

Islamic ways or review material that has Islamic

values. Theories of Islamic education are of course

based on the Qur'an and Hadith. In decades, much

thought and policy have been taken to integrate

Islamic education in all fields of education including

in mathematics education. Hopefully, the integration

of science education with Islam and other science

can contribute to and describe the significance of

national education. This effort is expected to be able

to educate and develop the potential of learners to

become human beings who believe and cautious to

God Almighty, noble, healthy, knowledgeable,

capable, creative, independent and become citizens

of democratic and responsible.

Based on the aims of national education,

mathematics education should contribute to the

achievement of educational objectives, namely, to

make students who are smart, capable, have a

balance between faith and piety (IMTAK) and

Science and Technology (IPTEK). This is confirmed

in the 2013 curriculum which states that every

subject should contribute to the establishment,

development of knowledge, skills, and attitudes

(Human Resources Development Agency, 2013).

Although the science (general) education curriculum

is often regarded as a secular subject. The purpose of

secular subjects is that public education is

considered totally unrelated to religion. This

assumption shows that the mathematics studied in

schools so far is considered subjects that are not

related to Islamic values. In the case of good moral

or moral formation also develops according to the

environment around the students, one of which is the

school.

Mathematics education program Faculty of

Tarbiyah and Teacher Training UIN Riau is one of

the Islamic educational institutions that develop

insight into Islamic and nationalism high spirit. One

Risnawati, ., Amir, Z. and Fitraini, D.

Development of Mathematics Instructional Materials Integrated with Islamic Sciences.

DOI: 10.5220/0008522503970404

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 397-404

ISBN: 978-989-758-407-7

397

of the advantages of this institution is the integration

of general science and religious science. Every

activity including curriculum, teaching should be

integrated with Islamic values either by lecturer,

teacher, and student. Any branch of science,

including mathematics cannot be separated from Al-

Quran. Numbers and counting have been introduced

by God through the Al-quran. Reality field shows

that the integration of mathematics with the science

of religion has not run optimally. During this time

the integration of Islamic values done by lecturers

and teachers is only limited to exemplary attitude.

Lecturers and teachers feel difficult if integration is

done on mathematics material with the concept of

the Qur'an and Sunnah. Whereas Zubaidah (2013)

states that the integration of Islamic values in

learning strategies can be done on 4 aspects, namely:

first, the integration of subject matter. The

integration of the material is done to integrate the

concept or teachings of religion into the material

(theory, concept) of general knowledge that is being

taught. Second, the integration of the process is done

to avoid the learning process that is contrary to the

teachings of religion. Third, integration in choosing

teaching materials. Fourth, integration in choosing

teaching media. Based on this, lecturers, teachers,

and students suggested that the availability of

teaching materials as a guide for the integration of

mathematical science with Islamic science, both

directly related to the Qur'an and Sunnah, including

Islamic moral values.

2 LITERATURE RIVIEW

Mathematics is a part of science so that the nature

that exists in science also applies in mathematics.

Integration is an attempt to make two or more things

into one indivisible entity. Integration, in general,

can be interpreted as an integrated into a unified

whole. Integration is an important process in science

learning such as mathematics, as it teaches students

to monitor, reflect actively, evaluate and modify

knowledge. Integration is the process of scaling up

knowledge and the ability to generate and connect

scientifically the normative idea in explaining

scientific phenomena (Lee & Liu, 2009). Integration

is an important process in science learning such as

mathematics, as it teaches students to monitor,

reflect actively, evaluate and modify knowledge

(Chen & Bradshaw, 2007).

Integration involves applying the process of

pooling knowledge to ideas such as scientific

principles, real-world experiences, classroom

experiences and developing a strong and useful

understanding (Davis, 2004). Integration allows

students to link, evaluate and organize their ideas on

science topics (Liu, Lee, Hofstetter & Linn, 2008).

integration is born from an understanding that

students have the ability to acquire and connect

ideas as a basis for the development of a deep

understanding of science(Lee, Liu, & Linn, 2011).

Integration is a conceptual model and an ontology of

traditional knowledge and science used to create a

system of knowledge (Bohensky & Maru, 2011).

Islam is the religion of Allah brought by the

Prophet Muhammad SAW who guided the Qur'an as

a holy book. Scientific characteristics make science

is a scientific knowledge. Defining science is not

easy, because the various scientists have their own

definition in proving science. For analysts of the

methodology will say that science is a system of

statements that can be reviewed or tested by anyone

and anywhere. Heuristic observers will argue that

science is a further development of the human talent

to determine the orientation of its environment and

determine its attitude toward it. Science can also be

defined as a set of human collective human

rationality, the set of human knowledge of nature

acquired as a consensus of experts. rational

inference of the results of a critical analysis of the

measurement data obtained from observations on

natural phenomena.

While most scientists define science as a result of

experimentation, so to achieve a success must be

through logical conclusions and empirical

observations through scientific methods. From the

above explanation can be concluded that the

integration of Islam and science is an attempt to

unify between Islam and science. Mahfuzoh (2011)

illustrates the forms of scientific integration, namely;

(1) The form of scientific integration based on

classical philosophy, which is trying to explore the

legacy of classical Islamic philosophy, (2) The form

of science integration based on mysticism, namely

Islamization of science or Islamization of knowledge

which means the discussion of science from

interpretation based on ideology, secular phrases, (3)

The form of science-based integration of fiqhie

Islamization of science departed from the fiqh

scholars thought in making the Qur'an and Sunnah

as the peak of truth. Mahfuzoh (2011) reveals the

forms of scientific integration study that are: (1)

Comparative, i.e. comparing the concept or theory of

science with the concept or insight of religion about

the same symptoms, (2) Inductive, that is basic

assumption of scientific theory which is supported

by empirical findings and continued his theoretically

ICMIs 2018 - International Conference on Mathematics and Islam

398

abstract thought toward metaphysical or supernatural

thinking, then connected with religious principles

and the Qur'an about it, (3) Verification, that is

connecting the results of scientific research that

supports and proves the truth of Quran verses.

In integrating value education in learning,

Suwarna (2010) offers several strategies, namely (1)

implicit presentation strategy where in general

textbooks do not present a straightforward and clear

values education but are subtle and implicit (except

for religious education and civic education). in these

circumstances, it is the teacher who must be

sensitive to the analysis of the value education

phenomenon that implicitly arises within it. Any

reading, example, question, an answer should

contain value education. Because the value

education is not presented explicitly, teachers with

students should look for whatever values appear in a

passage, examples, questions, and answers.

Teachers and learners should seek for themselves

an integrated value in learning. If not found, teachers

should be able to develop and insert Islamic values

in the subject matter in context, (2) explicit

presentation strategies in which all values are

presented clearly and decisively. this is called the

method of teaching values or character directly. This

can be seen in the reading, material examples,

problems that directly lead to the education value.

For example, the readings directly presenting the

manners of people entertaining, rights, duties and

obligations of citizens, and love the land of water.

Instant material example refers to servant obligation

to God, obligation of learners, devoted to teacher,

obligation of child to parent. The presentation of

values education explicitly facilitates the learner in

learning the noble values. But learning can happen

to be monotonous because all the material is already

available in the textbook. The teacher only conveys,

the learner appreciates. Therefore, to make learning

more dynamic, creative and efficient, teachers must

be able to develop teaching materials with various

techniques, which are discussing values education

with the rules of life now, practicing values

education, observing the phenomenon of morality

that occurs among children, adolescents, and

community.

Implicit and explicit strategies can lead learners

to learn value education independently. This

independence is demonstrated by the ability to

analyze in various values education phenomenon

which is further presented, discussed, summarized

and internalized in the learner. One purpose of

integrating Islamic values with mathematics is to

improve the learning outcomes of student

mathematics. Nasution (2009) says learning is to

change the behavior of children, so it is about the

character formation of children. Expected results are

not only knowledgeable, but also the understanding,

extent of interest, the appreciation of the norms, and

the abilities that encompass all the characters of the

child. According to Slameto (1991), learning is a

process of effort by a person to obtain a change of

behavior, as a result of his experience in interaction

with his environment. While Suryabrata (2004)

states "Learning is shown by a change in behavior as

a result of experience". The results of learning

mathematics in this study are changes in student

behavior indicated by indicators of achievement

level of learning objectives of mathematics. this

achievement in the form of mastery of cognitive

structure in the form of facts, concepts, and

generalizations after gaining experience in the field

of mathematics.

3 METHOD

This research is a development research. This

research is used to develop Student Activity Sheet

(SAS) based on Islamic integration in mathematics

instruction which is valid and practical for MTs

students. There are three stages of development

carried out in this research, namely; front-end

analysis, prototype stage, and assessment stage. The

research was conducted in three districts, namely

Pekanbaru, Kampar and Kuantan Singingi. The

effectiveness of teaching materials in this study used

a pre-experimental study with the design model

"The One-Shot Case Study".

3.1 Development Procedure

The procedure of development in this research refers

to three development step that is; front-end analysis,

prototype phase, and assessment phase. The three

stages of the research design are described in the

following procedure stages.

Front-end analysis phase: Front-end analysis

phase is conducted to get an overview of the

conditions in the field. This stage consists of

analyzing syllabus and mathematics textbooks to

find out whether the material taught in accordance

with material competence standards and concepts of

integration, Quranic interpretation, the hadist

prophet. Esensi of the integration of Islamic values

begins with the assumption that in teaching

materials, should get the emphasis on mathematical

Development of Mathematics Instructional Materials Integrated with Islamic Sciences

399

relations with Islam both from the Qur'an and

Assunnah.

Prototype phase: The making of this prototype is

done in 2 phases, namely the validation phase and

the phase of practicality. The validation phase

consists of two validation types used, namely

content validation and constructs validation. Content

validation aims to determine whether SAS based on

Islamic integration in mathematics instruction has

been designed in accordance with the syllabus

material. Construct validity aims to see the

suitability of SAS components with predetermined

indicators. The designed SAS will be consulted and

discussed with experts to get suggestion or

validation. Validation activities are carried out by

filling out the SAS validation sheet and discussion

until the SAS is appropriately used. Practicality

steps are taken to see the SAS usage that has been

designed.

Assessment phase: In the assessment phase,

activities are centered on evaluating whether the

prototype (trial version) can be used in accordance

with expectations and effectively to improve the

quality and achievement of student learning. The

effectiveness of SAS based on Islamic integration in

mathematics Instruction is tested to predict whether

SAS is effective according to mathematicians and

education experts. The research procedure is

illustrated in figure 1.

Figure 1. Illustration of Research Procedure

3.2 Data Collection Technique

Data collection techniques used in this study are

validation sheets, observation sheets, questionnaires

to assess attitudes and interviews. The validation

sheet is used to determine the SAS and the

instruments that have been designed valid or not.

Riduwan (2005) stated that the observation is to

observe directly to research object to see the

activities done from close range. Observation aims

to know the practicality of the implementation of

SAS and see student activity during the learning

process. The data collection tool used to observe is

the observation sheet. The questionnaire aims to

express the attitude or response of students on

learning using SAS. Interview by Sudjana (2005) is

as an assessment tool used to know opinions,

aspirations, expectations, achievements, desires, and

beliefs as a result of student learning. In this study

interviews used is a free (unstructured) interview

aimed at expressing the practicality of using SAS

based on Islamic integration in mathematics

instruction.

3.3 Data Analysis Technique

Data analysis in this study uses quantitative

descriptive by describing the results of validation

from experts, teachers, and students, which consists

of validity, practicality, the effectiveness of

instruments and products developed. Validation

results from validator to all aspects assessed,

presented in tabular form. Data from the results of

instrument validation assessment and product

validation are then tabulated and the percentage

sought. The percentage results are consulted to the

Conversion Table proposed by Riduwan (2005).

Riduwan's proposed conversion table can be seen in

Table 1.

Table 1: Product and Instrument Conversions

Interval (%)

Criteria

0-20

Invalid

21-40

Less Valid

41-60

Enough Valid

61-80

Valid

81-100

Very Valid

To illustrate the practicality of the

implementation of learning with Islamic-based

mathematics teaching materials, the results of

observations and interviews were analyzed by

descriptive techniques. Data from the attitude

Start

Front-in-Analysis

Prototype Phase

Assessment Phase

Validation

Valid

Revision

Draf

Implementation

Yes

ICMIs 2018 - International Conference on Mathematics and Islam

400

questionnaire were analyzed by calculating the score

of students who answered each item according to the

number of items in the questionnaire. Scores that

have been obtained then made a percentage. Data of

learning result analyzed by descriptive statistic is

done by calculating mean, standard deviation, and

percentage. The effectiveness of teaching materials

that have been designed is seen using pre-

experimental research with the design of "The One-

Shot Case Study".

4 RESULTS

To determine whether the product developed is valid

or not, the SAS based on Islamic integration and

assessment instruments are reviewed or assessed by

evaluation experts and learning experts. This

assessment intends to find out weaknesses or

deficiencies that need to be added to the SAS before

being tested further to students. Evaluation and

learning experts who assess these SAS instruments

and products are experts from the State Islamic

University of SulthanSyarif Kasim Riau. The results

of expert research can be seen in the table below.

4.1 Validity of the Instrument by

Expert Evaluation and Learning

Experts

An assessment of the validity of the instrument

intends to see how far the instrument developed is

valid. Assessment is carried out by evaluation and

learning experts. There are six questionnaires

assessed by experts. Expert assessment results can

be seen in Table 2.

Table 2: Results of validity analysis of validity assessment instruments according to experts

Aspect Assessed

Expert1

(%)

Expert 2

(%)

Mean

Category

The validity of the Self Evaluation Questionnaire on

SAS

100

93.18

96.59

Very valid

The validity of the SAS Practical Questionnaire with

the Respondents are the Teacher

100

93.75

96.87

Very valid

The validity of the SAS Practical Questionnaire with

the Respondents are the Student

100

93.75

96.87

Very valid

The validity of questionnaires to predict SAS

practicality

100

92.5

Very valid

The validity of Questionnaire to predict SAS

effectiveness

Very valid

The validity of the interview guide instrument

87.5

90.27

89.21

Very valid

Table 2 illustrates the results of expert judgments

on questionnaires to assess the SAS based on the

Islamic integration. Aspects of the validity of SAS

self-evaluation questionnaires are considered experts

with an average score of 96.65% in a very valid

category. Aspects of the validity of the SAS

practicality questionnaire with teacher respondents

obtained an average score of 96,875 with a very

valid category. Aspects of the validity of the

questionnaire of practicality with student

respondents get the average score of 98,675 with a

very valid category. Aspects of the validity of the

questionnaire to predict the practicality of SAS

obtained the average score 92 with a very valid

category. The aspect of the validity of the

questionnaire to predict the effectiveness of SAS

was obtained with a mean score of 90 with a very

valid category. The aspect of the validity of the

interview guideline instrument was assessed by

experts with an average score of 89.21 with a very

valid category. Scores given by experts show that

the six aspects used as a quality standard for a

product are in a very valid category or worthy of

use. However, expert advice on the instrument needs

to be considered for future research.

4.2 Assessment of The Validity and

Practicality of SAS Based on

Islamic Integration

The products of SAS based on Islamic integration

are assessed by the evaluation and learning experts

in terms of validity, effectiveness and practicality.

Assessment of aspects of product validity aims to

see whether the product being developed is valid or

feasible to use. The predictive aspect of product

Development of Mathematics Instructional Materials Integrated with Islamic Sciences

401

effectiveness is done to see how the product of SAS

based on Islamic integration is effectively applied in

teaching and learning process. The predictive aspect

of practicability aims to see how the product

developed in the form of SAS based on Islamic

integration is practical to use. assessment results can

be seen in Table 3. Table 3 shows the average score

of expert judgment on the validity of the developed

SAS. Aspects of product validity obtained mean

scores of 72.92 with valid categories. Aspects of the

predictive effectiveness of the SAS obtained an

average score of 66.67 with a valid category.

Aspects of the prediction of SAS practices are

obtained with an average score of 66.68 with a valid

category. Based on the evaluation of expert

evaluation and education experts, it can be

concluded that the product of SAS based on Islamic

integration is good or feasible to use because it is

valid.

Table 3. Assessment of SAS based on based on Islamic integration by evaluation and learning experts

Aspect Assessed

Expert 1

(%)

Expert 2

(%)

Mean

(%)

Category

Validity of SAS based on Islamic Integration

70.83

72.92

valid

Prediction of the effectiveness of the SAS based on based

on Islamic integration

83.33

66.67

valid

Prediction of the practicalities of SAS based on Islamic

integration

81.35

66.68

valid

4.3 Assessment of the Practicality and

Effectiveness of SAS Based on Islamic

Integration by Teachers of

Mathematics Subjects

Teachers as experts who assess this SAS based on

the integration of Islam is as many as 5 teachers

consisting of Mathematics Teachers MTsN Lipat

Kain, MTsN 1 Pangean Kuantan Singingi, MTsN

Al-Muttaqin Pekanbaru, MTsN Darel Hikmah

Pekanbaru, MTsN Al-Munawarah Pekanbaru. The

assessment is carried out by giving an assessment

sheet consisting of 9 statement items. The results of

the practicality and effectiveness analysis of SAS

based on Islamic integration can be seen in Table 4.

Table 4: Summary of predicted results of the practicality and effectiveness of the SAS.

Aspect Assessed

Expert

(%)

Expert

(%)

Expert

(%)

Expert

(%)

Expert

(%)

Mean

Category

Practicality predictions of SAS

51.11

66.67

59.56

Enough valid

Effectiveness predictions of SAS

66.64

48.89

62.22

60.44

Valid

The table above shows the prediction results of

the practicality and effectiveness of the SAS based

on Islamic integration according to the mathematics

teacher. The practical aspect of SAS based on

Islamic integration is assessed by an expert with a

mean score of 59.56 in the category is quite valid.

The prediction aspect of the effectiveness of the

SAS is considered expert with 60.44 or average in

the valid category. The assessment of the five

experts shows that the SAS based on Islamic

integration is in the valid category or feasible to use.

However, expert advice to improve SAS products

should be considered.

4.4 Assessment of the Practice of

Developing SAS Based on Islamic

Integration by Students

Assessment of the practicality of SAS based on the

Islamic integration assessed by 30 students from 3

districts in Riau Province, i.e. 6 students from MTsN

Lipat Kain in Kampar district, 6 students from

MTsN Pangen in Kuantan Singingi district, 6

students from MTsN Al-Mutaqqin in Pekanbaru

district, 6 students from MTsN Darel Hikmah in

Pekanbaru district, and 6 students from MTsN Al-

Munawaroh in Pekanbaru district. Assessment of the

practicality of SAS is done by giving a questionnaire

ICMIs 2018 - International Conference on Mathematics and Islam

402

to the students. The results of an assessment of the

practicality of SAS based on Islamic integration by

students can be seen in Table 6.

Table5: The results of an assessment of the practicality of SAS based on Islamic integration by students

Practicality of SAS

Student

(%)

Student

(%)

Student

(%)

Student

(%)

Student

(%)

Student

(%)

Avg.

Category

MTsNLipat Kain

66.67

68.75

60.42

66.67

56.25

66.67

64.24

Valid

MTsNPangean

68.75

70.83

68.75

70.83

Valid

MTsNMuttaqin

68.75

72.92

70.83

66.67

68.75

70.83

69.79

Valid

MtsNDarel Hikmah

70.83

66.67

70.83

72.22

Valid

MTsN Al-Munawaroh

64.58

60.42

77.08

70.08

85.42

72.10

Valid

The table above is the result of the practicality of

SAS based on Islamic integration according to 30

students from 3 districts in Riau Province.

Assessment of students of MTsNLipat Kain

obtained an average score of 64.24 with the valid

category. Assessment of MTsN Pangean students

has scored an average of 70.83 with the valid

category. Assessment from students of MTsN Al-

Muttaqin obtained an average score of 69.79 with

the valid category. Assessment of MTsN student

Darel Hikmah obtained an average score of 72.22

with the valid category. Assessment from students of

MTsN Al-Munawaroh obtained an average score of

72.10 with the valid category. All student ratings on

the practicality of the SAS are in the range of 61 to

80 with valid categories, so it can be concluded that

students feel the SAS based on Islamic integration is

practical and worthy of use in the learning program.

5 CONCLUSIONS

Based on the results of the research it can be

concluded that:

1. According to evaluation and education

experts, the six questionnaires used to assess

SAS are valid. The six instruments developed

are valid and worthy of use for assessing the

SAS based on Islamic integration.

2. The practicality of the SAS based on the

integration of Islam validated by evaluation

and education experts is in the category of

valid or practical use.

3. The practicality of SAS based on Islamic

integration validated by subject teachers in 5

schools in Riau Province is in the category

valid and feasible to use.

4. The result of the practicality of SAS based on

Islamic integration assessed by students from

5 schools in 3 districts is a valid category and

feasible to be used.

5. From the results of qualitative analysis based

on interviews with students, obtained

information that the developed SAS

interesting to use, but need additional time to

implement SAS in the process of learning

mathematics in junior high schools,

especially Madrasah Tsanawiyah.

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