Abstract
AbstractThis study aims to describe the process of developing spiritual and social attitudes competencies, in a holistic learning of mathematics sourced in the Qur'an. Qualitative research is applied in the preparation of teaching materials based on the integration of core competencies of revised Curriculum-13, and the development of attitude competencies in mathematics learning based on the Qur'anic. The subjects of the study were SMP / MTs students in the lessons of Straight Line Equation. The research data includes documents, learning recordings, and interviews, and it’s analyzed using the Miles & Huberman Method. The study resulted in: (1) mathematics teaching materials on the topic of the Straight Line Equations sourced of the Qur'anic (al Anfal) verses 65-66, to teach holistically, (2) The process of developing competency attitudes is carried out as long as the learning takes place from introduction to closing the lesson. In developing a spiritual attitude, two students are assigned to read the verses of the Qur’an and their translations, then discuss the content of mathematics. Students are aroused by curiosity with questions about verse, working collaboratively with friends, choosing the best ideas (tolerant), and being responsible for completing tasks. In developing skills and knowledge competencies, students are guided to achieve the process of modeling problems related to the Qur'anic verses, so that they find problem solving procedures, or mathematical concepts from the topics studied.Keywords: attitude competency development, holistic mathematics learning.
Highlights
Kompetensi sikap spiritual dan sosial pada pelajaran umum hanya dilakukan By Accident, sebagai nurturant effect dari karakteristik materi ajar
Zaki Al-Mundziri Al-Hafizh (2008) Ringkasan Shahih Muslim: Arab-Indonesia Terjemah oleh Syngithy Djamaluddin dan Mochtar Zoerni Bandung: Mizan
Summary
Jurnal Pendidikan Matematika dan IPA dan sosial berkaitan erat dengan perkembangan kepribadian siswa dan karakternya di tengah arus pergeseran nilai moral dan etika dalam kehidupan berbangsa dan bernegara; mulai memudarnya kesadaran terhadap nilai budaya bangsa; ancaman disintegrasi bangsa, dan melemahnya kemandirian bangsa (Kristiawan, 2015). Studi ini menyajikan alternatif untuk menutupi kelemahan dalam implementasi Kurikulum 2013 dengan membelajarkan matematika secara holistik mengembangkan kompotensi sikap, pengetahuan dan keterampilan. Pada penelitian Nu‟man (2016) dikemukakan bahwa membelajarkan matematika dengan bahan ajar yang bersumber Qur‟an dapat dilakukan dalam kegiatan: (1) pemberian tugas/ pembiasaan melalui An Nahl, 16: 67; Al Baqarah, 2: 219; An-Nisa, 4: 43; Al Ma‟idah, 5: 90), (2) tanya jawab (Ar Rahman 55: 13), (3) percobaan (Al Mu‟minun 23: 12-16), (4) diskusi (An Nahl 16: 125), (5) proses mengamati, membaca, berpikir (Al „Alaq, 96: 1-5), (6) pemecahan masalah (Al Insyirah, 94: 5-8), dan (7) refleksi (Al Baqarah, 2: 31-33). Kegiatan belajar tersebut merupakan sarana mengembangkan kompetensi sikap spiritual dan sosial dengan memahami ajaran agama yang diintegrasikan dengan belajar konsep atau pengetahuan matematika dalam situasi yang disengaja dan terencana. Pengamatan ditujukan pada peran guru model dalam mengorganisir proses pembelajaran secara holistik untuk menumbuhkembangkan kompetensi sikap spiritual dan sosial di samping kompetensi pengetahuan dan keterampilan. Proses analisis data meliputi: pengumpulan data, reduksi, penyajian data, dan penyimpulan. (Miles & Huberman, 1994)
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