Embedding Islamic Values in Integer Problem Design: A Pedagogical Innovation to Elevate Student Engagement

Septi Ningtyas Cahyaningsih; Anis Munfarikhatin; Khumaeroh Dwi Nuraini

doi:10.51673/jips.v5i3.2568

Septi Ningtyas Cahyaningsih Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Musamus, Indonesia
Anis Munfarikhatin Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Musamus, Indonesia https://orcid.org/0000-0002-0204-2357
Khumaeroh Dwi Nuraini Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Musamus, Indonesia

DOI: https://doi.org/10.51673/jips.v5i3.2568

Keywords: Islamic values, contextual learning, integer problems, student engagement

Abstract

This study aims to develop a set of integer mathematics problems that are integrated with meaningful contextual elements to enhance student engagement and learning interest. Using the Tessmer formative evaluation model, the development process included a preliminary study, self-evaluation, expert reviews, one-to-one testing, small group trials, and a field test with eighth-grade students at an Islamic-integrated junior high school in Indonesia. The resulting product consisted of 13 context-based integer word problems. Validation from content and pedagogical experts confirmed a high degree of validity (90%), while student responses indicated high practicality (96.7%). The effectiveness of the problem set was demonstrated by 94% of students achieving the minimum mastery level. Furthermore, a significant increase in student learning interest was observed, particularly in the emotional aspect, where the “joy” dimension rose by 69.62%. These results suggest that the integration of relevant, real-life contexts into mathematical problem design can significantly improve both student performance and motivation in mathematics classrooms