ISLAMIC VALUES IN MATHEMATICS LEARNING THROUGH THE REALISTIC MATHEMATICS EDUCATION (RME) MODEL

Ukhti Raudhatul Jannah,Towafi Towafi,Agus Subaidi

doi:10.24127/ajpm.v10i3.3679

Ukhti Raudhatul Jannah, Towafi Towafi + Show 1 more

Open Access

https://doi.org/10.24127/ajpm.v10i3.3679

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Abstract

Mathematics is one of the subjects that are less attractive to students who attend Islamic boarding schools. They assume that mathematics has nothing to do with Islamic values. Whereas mathematics material has a relationship with Islamic values such as the material for arithmetic sequences and series. In this case, a teacher needs to use the right learning model to deliver the subject matter, for example with the Realistic Mathematics Education (RME) model. RME is a model of mathematics learning that can connect mathematics learning objects with real life so that students can easily understand mathematics. This study aims to describe the effect of internalizing Islamic values in mathematics learning through the Realistic Mathematics Education (RME) model in arithmetic sequences and series subjects which were carried out for two meetings. The research method used is descriptive qualitative method with the research subjects are 29 students of class XI IPA MA Matsaratul Huda. Data collection techniques used teacher and student activity observation sheets, student response questionnaire sheets, documentation, and test sheets. The results of the observation data analysis of teacher and student activities can be categorized as "very good" and students also respond "positively" to learning. From the results of student learning tests can be said to be "complete" classically with the results of 89.65% 85%. Based on the results of this study, it can be said that the internalization of Islamic values in mathematics learning through Realistic Mathematics Education (RME) affects student learning activities and outcomes and helps students understand the material and can provide new knowledge about the relationship between mathematics and Islamic values. This research can be used as an alternative in providing better learning.

Highlights

The existence of education is expected to be able to create quality students, both in terms of intellectual, emotional and spiritual intelligence
Students are not used to learning with the Realistic Mathematic Education (RME) model that is internalized with Islamic values
With the guidance provided by teachers and researchers, this can be solved well. The teacher in this case the researcher can succeed in applying the Realistic Mathematic Education (RME) model in accordance with the steps and the RME characteristics that mathematics is a form of human activity

Summary

Introduction

The existence of education is expected to be able to create quality students, both in terms of intellectual, emotional and spiritual intelligence. The 2013 curriculum directs that learning is oriented to the cognitive aspect, but can develop the affective aspect by forming the attitudes and character of students through the internalization of religious values such as Islamic values in schools based on Islam. Education development as an integral part of nation-building which has been framed in the nation and character building from the beginning, has not provided an enlightenment of noble values and human character (Nihayati, 2017). To overcome this is to instill Islamic values in the learning process

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