Abstract

Mathematical learning not only produces students who succeed in mathematical and procedural calculations but also develops religious thinking. Realistic mathematics education with the context of Islamic values makes students can imagine, which is one of the right ways to develop the skills of students’ creativity, collaboration, and communication. This study aims to describe the learning trajectory that can help students understand integers with a realistic mathematics education approach based on Islamic values. It is hoped that student responses are positive, meaningful, and enjoyable. This research uses the design research method, which is a form of a qualitative approach. There are three stages in this research, namely: preliminary design, experimental design, and retrospective analysis. The results showed that the Hypothetical Learning Trajectory (HLT) trial with an Islamic value-based context showed significant progress based on student responses. Initially, students had difficulty understanding integers, but they felt delighted to follow the learning process along with the habituation. The HLT technique used in habituation was through pilot experiments, followed by teaching experiments. Students respond very positively and are happy to follow it by seeing the very significant development of their abilities during the learning process.

Highlights

  • Abstrak Pembelajaran matematika tidak hanya menghasilkan siswa yang berhasil dalam perhitungan matematis dan prosedural, tetapi juga mengembangkan pemikiran religius

  • Mathematics learning includes integers, whose starting point starts from context is Indonesia's realistic Mathematics Education

  • The results of this study describe the learning trajectory of integers with a realistic approach based on Islamic values

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Summary

Introduction

Abstrak Pembelajaran matematika tidak hanya menghasilkan siswa yang berhasil dalam perhitungan matematis dan prosedural, tetapi juga mengembangkan pemikiran religius. Penelitian ini bertujuan untuk mendeskripsikan lintasan pembelajaran yang dapat membantu siswa memahami bilangan bulat dengan pendekatan pendidikan matematika realistik berbasis nilai-nilai Islam. Education in schools must be able to develop students' values through religious education; we can do it by aligning the progress of science and technology (Maafi, 2011) This is reinforced by the opinion of Abdussakir (2018), who states that Islam does not separate between science and religion. Declining morals and lack of religious values urged the need for reform in education (Rahman, Abdurrahman, & Kadaryanto, 2015; Irawan & Kencanawaty, 2017; Maryati & Priatna, 2017). Mathematics achievement tends to be low (Salafudin, 2015)

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