Students Understanding on Decimal Number through Realistic Mathematics Education with Islamic Context at Primary School
), Bahrun Bahrun(3)
| 
Country:
(1) Universitas Syiah Kuala, Indonesia
(2) Universitas Syiah Kuala, Indonesia
(3) Universitas Syiah Kuala, Indonesia
Corresponding Author
10.23960/jpmipa.v26i1.pp736-753
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2025 Safinatunnaja Safinatunnaja, Rahmah Johar, Bahrun Bahrun
Abstract
Decimal numbers are difficult to understand by elementary school students because they consider fractions and decimals as different things. Therefore, learning decimal fractions should be associated with real experiences to make it more meaningful, one of which is through realistic mathematics education (RME) with Islamic context. This study aims to analyze students' understanding and response to RME with Islamic context by using mixed method. The population of this study were fourth grade students in one of the integrated Islamic elementary schools in Banda Aceh, Indonesia. Data collection was done through tests and interviews. The results showed that 75.56% of students had good concept understanding skills. Students experience misconceptions in sorting one-digit and two-digit decimal numbers, even though the teacher has provided illustrations in learning and students also find their own position of one-digit and two-digit decimal numbers on the scale model. Based on interviews, it was found that students were very happy in participating in mathematics learning with an Islamic context because they could get a reward (pahala) while learning mathematics reading the Qur’an and getting new knowledge such as the story of the prophet Syuaib's people, sincerity in giving, and prioritizing honesty in trading.
Keywords: concept understanding ability, realistic mathematics education, Islamic context, decimal numbers.
References
Brannen, J. (1997). Memadu metode penelitian kualitatif dan kuantitatif. Yogyakarta: Pustaka Pelajar.
Brousseau, G., Brousseau, N., & Warfield, V. (2007). Rationals and decimals as required in the school curriculum Part 2: From rationals to decimals. Journal of Mathematical Behavior, 26, 281-300.
Cemalettin. (2011). The effect of instructional materials on decimal fraction of the conceptual change. Dicle University, Ziya Gocalp Faculty of Education, Diyarbak: Turkey
Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. California: Sage publications.
Glasgow, R., Ragan, G., Fields, W. M., Reys, R., & Wasman, D. (2000). The decimal dilemma. Teaching Children Mathematics, 7(2), 89–93.
Gravemeijer, K. (1994). Developing realistic mathematics education. utrecht: freudenthal institute.
Hart, K. M. (1981). Children's understanding of mathematics: 11-16. (No Title).
Iseri, A.I. (1997). Diagnosis of students’ misconceptions in interpreting and applying decimals, Master’s thesis, Ankara, Turkey: Middle East Technical University
Johar, R., Syahfitri, M., Suhartati., Zai, S.A.y., Ikhsan, M., Idami, Z., & Rohaizati, U. (2024). Validity of website-based statistical learning tools with an islamic context to improve student mathematical communication. Proceedings of the 2nd Annual International Conference on Mathematics, Science and Technology Education (AICMSTE 2023).
Miles, M. B., & Huberman, A. M. (1992). Analisis data kualitatif. Jakarta: UI press.
Mulyasa, E. (2005). Kurikulum berbasis kompetensi. Bandung: Remaja Rosdakarya.
Muslimin., Putri, R. I. I., Zulkardi., & Aisyah, N. (2020). Learning integers with realistic mathematics education approach based on islamic values. Journal on Mathematics Education, 11(3), 363-384. http://doi.org/10.22342/jme.11.3.11721.363-384.
Nurniqta., Johar, R., & Anwar. (2025). Validity of mathematics learning devices with a sedekah context to enhance mathematical communication skills and awareness of no poverty. Journal of Information Systems Engineering and Management, 10(6s), 156-164.
Pramudiani. (2011). A concrete situation for learning decimals. Buletin IndoMS. J.M.E Vol. 2 July 2011.
Purwanto, M.N. (1994). Prinsip-prinsip dan teknik evaluasi pengajaran pendidikan. Bandung: Remaja Rosdakarya.
Putri, R., Johar, R., Munzir, S., (2022). Teachers’ perception about Islamic values integration into mathematics learning through comics. Jurnal Ilmiah Peuradeun, 10(1),105.
Resnick, L.B., Nesher, P., Leonard, F., Magone, M., Omanson, S., & Peled, I. (1989). Conceptual bases of arithmetic errors: The case for decimal fractions. Journal for Research in Mathematics Education, 20, 8–27.
Salsabila, N., Johar, R., Ikhsan, M., Idami, Z., Khairunnisak, C., Ellianti., Rossya, N.R., & Rohaizati, U. (2024). Validity of e-modules for teaching fractions through realistic mathematics education with the context of sacrifice worship (Ibadah Kurban). Al Khawarizmi Jurnal Pendidikan dan Pembelajaran Matematika, 8(1), 69-80.
Siswandi, E., Sujadi, I., & Riyadi, R. (2016). Analisis kesalahan siswa dalam menyelesaikan masalah matematika kontekstual pada materi segiempat berdasarkan analisis newman ditinjau dari perbedaan gender (studi kasus pada siswa kelas vii smpn 20 surakarta).
Soraya, C, (2015). Pelaksanaan pendidikan di kota banda aceh: studi terhadap implementasi qanun no. 5 tahun 2008. Jurnal Ilmiah DIDAKTIK. 16(1),1-22.
Stacey, K. (2005). Travelling the road to expertise: A longitudinal study of learning. In H. L. Chick &J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 1, 19-36. Melbourne: PME
Sugiyono, S. (2017). Metode penelitian kualitatif. Bandung: Alfabeta.
Ubuz, Y. (2010). Primary teachers subject matter knowledge: decimals. 41(6).
Ulpah, M., & Novikasari, I. (2020). Developing Islamic context-based learning materials in increasing students’ mathematical understanding. Al-Jabar: Jurnal Pendidikan Matematika, 11(1), 29-38.
van den Heuvel-Panhuizen M. (2005). The role of context in assessment problems in mathematics. Learning Mathematics, 25(2), 2–23.
Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 521–525). Dordrecht: Springer
van den Heuvel-Panhuizen, M, & Drijvers, P. (2020). Realistic mathematics education. Encyclopedia of Mathematics Education, 713–7.
Wardhani, S & Rumiati. (2011). Instrumen penilaian hasil belajar matematika smp: belajar dari pisa dan timss (modul matematika smp program bermutu). Yogyakarta: PPPPTK Matematika.
Walidin, W. (2005). Refleksi pendidikan Aceh dulu kini dan ke depan. Diseminarkan dalam panel “Recovery Pendidikan NAD”. Malang: Forum Mahasiswa Aceh.
Wijaya, A. (2012). Pendidikan Matematika Realistik Suatu Alternatif Pendekatan Pembelajaran Matematika. Yogyakarta: Graha Ilmu.
Wijaya, A. (2012). Pendidikan matematika realistik. Yogyakarta: Graha Ilmu.
Wirda, E., Johar, R & Ikhsan, M. (2015). Pengembangan design pembelajaran tematik untuk meningkatkan pemahaman konsep bilangan desimal siswa sekolah dasar. Jurnal Didaktik Matematika, 2(1), 33-45.
Zarnauskaite,˙ M. (2023). Young children’s creativity education in the context of Lithuania: A systematic review. Thinking Skills and Creativity, 48, Article 101310. https://doi.org/10.1016/j.tsc.2023.101310
Zulkardi. (2010). Developing a learning environment in realistic mathematics education for indonesian student teachers. Thesis University of Twente, Enschede, the Netherlands.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.