Development of Learning Tools Fractional Counting Operation

Materials based on the Integration of the Fara'id Concept for

Elementary School Students

Zubaidah Amir MZ, Risnawati and Ramon Muhandaz

Mathematics Education Department, Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia

Keywords: Development, Integration, Fara'id.

Abstract: This study purpose to examine the validity, practicality, and effectiveness of the development of mathematics

learning tools (student worksheets) for operating materials to calculate the fraction of the integration of the

Fara'id concept in fifth grade students of elementary schools. This study is research and development (R &

D). This development research design consists of 3 stages, namely front-end analysis, prototype phase,

assessment phase. This prototype was then validated by experts in mathematics education and religious

education from UIN Suska Riau. In the practicality stage, the device was tested on the fifth-grade students of

SDN 002 Sumahilang Pekanbaru. The trial was observed by 2 (two) observers. The effectiveness observed

was about the results of learning mathematics and religion, especially the discussion of Fara'id after attending

the learning. The results showed that; (1) The designed learning tools are valid from the point of view of

mathematics and religious education experts; (2) Learning devices can be used by students and teachers

without significant constraints, in the practical sense of their use; (3) Effective learning tools for learning

mathematics but not yet effective for religious learning which are shown by the results of the percentage of

75% and 21% classical graduation test.

1 INTRODUCTION

The relationship between religious elements in

learning are expected not only to form moral values,

but also be related to learning subject. The linkage is

termed the word integration. The integration of

general science with Islamic values is echoing in the

world of education with the aim of directing students

into religious life. This is also confirmed by the

Government through the formulation of the Republic

of Indonesia's National Education System Law No.

20 of 2003 article 339 (Sekneg RI, 2003), which

implies that the purpose of Indonesian education

directs its citizens to religious life. Educators should

be able to integrate Islam in the education curriculum,

including mathematics learning.

Then, as a realization of the National Education

System Law, Integration is an alternative that must be

chosen to make education more comprehensive

(integral-holistic). The reflection of the Islamic

curriculum according to Siregar must contain the

principle: a) Containing basic unitary values for the

equality of Islamic values always and places; b)

contains the value of unity of interest in developing

the mission of Islamic teachings; c) contains material

that contains spiritual, intellectual and physical

development (Siregar, tt). Therefore, the process of

integrating general science with Islam can be applied

in an inseparable entity. This is in line with Afiful

Ikhwan that there should be no dichotomy of general

science and religion, including in mathematics

learning (Ikhwan, 2014). This suggests that the

implementation of the Islamic education curriculum

has a strategic portion in completing the general

education curriculum.

The process of integration of learning between

general education (mathematics learning) and

religion is expected to be the main axis in creating

human resources with insight and science and

technology, so that the added value obtained by

students with the implementation of Islamic-minded

learning, leads students to more moral, moral and

behavioral good, can enhance the interest and

awareness of students about religious life. And with a

historical review of mathematical concepts will be

able to help learning mathematics curriculum in

Amir MZ, Z., Risnawati, . and Muhandaz, R.

Development of Learning Tools Fractional Counting Operation Materials based on the Integration of the Fara’id Concept for Elementary School Students.

DOI: 10.5220/0008517600850092

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 85-92

ISBN: 978-989-758-407-7

school (Puadi, 2017). The history of mathematics in

Islam has a very strong contribution because there are

certain verses in the Qur'an that have a connection

with the mathematics used by Islamic scholars in

developing it, in accordance with the purpose of the

Qur'an to reveal that humans can use their intellect

(Hussain, 2017). doing far better than just copying

Greek and Indian, their additional research techniques

developed and systematized some in the field of

mathematics (Smith, 2008).

An implementation of general curriculum

integration with Islam can be found in mathematics

teaching subjects, such as student worksheets. This

agrees with Amir MZ (2003) that one of the

integration models that can be used is the Webbed

Model (spider network model). This model is

integrated learning that uses thematic approaches. In

this case the mathematical material is associated with

the study of Al-Qur'an. This is in line with Abdussakir

(2009) who stated that in his study it was stated that

mathematics and Islamic science had very close links.

As well as mathematics as a basic science related to

religious life. In the context of jurisprudence (Muniri,

2016). In this case the researcher is interested in

combining the material of division with the science of

Fara'id (distribution of inheritance) contained in the

Qur'an.

Science of Fara'id is one of the branches of Fiqh

science. Science Faraid specifically discusses the

definition of heir and heir (Rasjid, 2007). The science

of mawaris is a very important science and is only

found in Islam, because with the knowledge of

mawaris someone's inheritance can be given to those

who have the right to prevent disputes about the

inheritance, so inheritance (inheritance) can be shared

with those who are entitled to receive well and

correctly without anyone feeling disadvantaged,

because all of them are based on the rules or

provisions of the applicable law (Juhdi, et,all, 2017).

The distribution of Islamic heritage over the death of

a Muslim is an obligation not to be taken lightly by

all Muslims (Noordin, et.all, 2013). So, besides that,

it also discusses the mathematical division of rights

obtained by heirs. Because the science of Fara'id uses

the concept of calculation, the researcher wants to

integrate mathematics learning with the aim of

introducing students early on the science of fara'id.

The material that is integrated is understanding,

grouping of expert experts and the simplest rules of

distribution.

To combine mathematical subjects and Islamic

subjects is not easy. Therefore, researchers tried to

develop learning devices for the fifth grade of

elementary school on the topic of fraction counting

operations with the science of Fara'id. The device in

question is LKPD (student worksheet). This study

examines the validity, practicality of the development

of the LKPD and its effectiveness on the results of

students' mathematical learning in the distribution

material and religious material about Fara'id. This is

in accordance with the principle of developing

teaching materials must meet the criteria valid,

practical and effective, so that they can have a

positive impact on learning (Akker, 1999).

2 METHODOLOGY

This study is a research and development (R & D)

development of prototypical project interventions

(Akker, 1994). This development research design

consists of 3 stages, namely front-end analysis,

prototype stage, assessment stage. Learning tools

developed are LKPD (Student Worksheet). Activities

at the stage of the back-face analysis carried out

included interviews with colleagues, analyzing

syllabus, textbooks, literature. Based on the results of

the analysis of the back face compiled a learning device

prototype which was then consulted with experts. This

prototype was then validated by 6 experts, namely

three mathematicians and three religious education

experts (fiqh) from UIN Suska Riau.

In the practicality and RPP and LKPD test phases

were tested on teachers and fifth grade students of

Sumahilang Pekanbaru Elementary School 02 in

2015. The reason for choosing the school was by

considering the ease of communication with the

school and knowing the conditions of the participants.

The trial was observed by 2 (two) observers. Practical

Test Data was collected through observation sheets of

learning implementation and interviews with

teachers. The effectiveness of the LKPD investigation

was carried out in line with the practicality stage,

using pre-experimental research with the model of the

research design was "The One-Shot Case Study"

(Sugiyono, 2007). The effectiveness observed was

about the mathematics learning outcomes of

calculating fractions and material Fara'id after

participating in learning. Data were analyzed

descriptively and used very valid, valid, quite valid,

less valid, invalid categories. For practicality using

criteria is very practical, practical, quite practical, less

practical, and not practical. While the effectiveness of

the devices developed is said to be effective if it

achieves classical learning completeness, namely the

KKM value (Minimum Completion Criteria) 75 for

each mathematics and religious material (Fara'id

science).

ICMIs 2018 - International Conference on Mathematics and Islam

3 RESULT

3.1 Learning Device Validity

3.1.1 Design of Learning Devices

The prototype of the mathematics learning device

integration of Islamic concepts for Comparative

material was designed based on the back-face

analysis. This activity began with interviews with

colleagues, analyzing the material syllabus, analyzing

mathematics textbooks and Fara'id science. The

prototype of the mathematics learning device

integration of Islamic concepts designed and

developed consists of 2 types, namely RPP (Learning

Implementation Plan) and LKPD (Student Work

Activity Sheet) for three meetings.

RPP material that was designed and developed

refers to the comparison material of class V

elementary school and basic introductory science of

Fara'id. The characteristics of RPP include: learning

identity, competency standards, material,

competency indicators, learning strategies, and

evaluation. Characteristics of LKPD are: Learning

objectives, summary of material, sample questions,

guided exercises and practice questions and

conclusions.

The following is a description of the

characteristics of the mathematics learning device,

the integration of Islamic concepts of RPP and LKPD

that the researchers design, namely:

a. Competency indicator.

This indicator researchers develop from the

competencies that exist in the mathematical

syllabus that researchers adjust to the book fara'id

science.

Indicators for RPP and LKPD 1 are:

1) Students can explain the meaning of

inheritance.

2) Students can explain the meaning of Muwaris.

3) Students can explain the meaning of

inheritance.

4) Students can explain Maurust's understanding.

5) Students can explain the reasons for the

importance of studying Fara'id / Waris.

6) Students can determine which fractions are

worth.

7) Students can sort fractions from smallest to

large and vice versa.

Indicators for RPP and LKPD 2 are:

1) Students can explain the reasons for obtaining

inheritance.

2) Students can explain the causes of not getting

inheritance.

3) Students can determine the heirs of Zawil

Furudh.

4) Students can determine the comparison /

fraction sum.

5) students can determine the heirs who get the

most inheritance based on the provisions of

zawilfurudh.

Indicators for RPP and LKPD 3 are:

1. Determination in the Division of Inheritance

2. Students can determine the number of each

part of inheritance based on Fara'id's

provisions. The form of the matter of the

amount of inheritance is unknown in the form

of money.

3. Students can do mathematical calculations in

determining inheritance in the form of a sum

of money. The form of the problem is known

the determination of the division of the heirs

and the number of inheritances.

4. Students can determine inheritance parts with

questions that are known only to the heirs and

the number of inheritances. Forms of

questions vary.

b. Summary material

Contents of summary material from

researchers adapted from grade V elementary

school textbooks, published by Yudhistira, Open

University's Elementary Mathematics Learning

Module, and mathematics books related to

comparison material.

For introductory science material Fara'id,

researchers adapted from the book Islamic Fiqh

written by Sulaiman Rasjid, Inheritance Law in

Islam written by M. Ali Hasan, Fiqh book for

students of Madrasah Tsanawiyah and others

related to the science of Fara'id.

c. Guided Exercise.

The guided training questions were taken

from the questions in the books mentioned above.

Then adjusted to the level of student ability.

Guided training helps students understand and

apply their knowledge.

d. Exercise.

Difficulty level of practice questions at the

level above guided training questions. The

difference is only different number variations.

Language questions are used language that is

easily understood by students.

e. Students are asked to draw conclusions from

LKPD entries. So, the conclusion is the result of

the construction of students' knowledge with the

Development of Learning Tools Fractional Counting Operation Materials based on the Integration of the Fara’id Concept for Elementary

School Students

hope that LKPD makes students actively work

and think.

3.1.2 Results of Validation of Mathematics

Learning Devices by Experts

Validation of mathematics learning devices

integration of Islamic concepts was carried out by 6

people, each of whom were three people from

mathematical education experts and three people

from religious experts (fiqh). Each validator provides

an assessment, suggestions for aspects of content and

constructs validity [10]. The names of validators can

be found in Appendix 2. The numbers listed in the

tables discussing the validation results indicate the

number of validators.

Table 1: RPP Validation Results.

Validator

Expert

Mean

Information

3.33

Valid with

little

improvement

3.5

Table 2: LKPD Validation Results.

Validator

Math

Expert

Fiqh

Expert

Mean

Information

3.54

Valid with

little

improvement

3.5

Mean

3.5

3.58

The results presented in Tables 1 and 2 illustrate

that the learning tools (RPP and LKPD) are valid with

some improvements. Some corrective notes from the

validator include reducing the indicators, as well as

the material and number of questions. Besides that,

improvements in aspects of language and questions

that are too large in mathematics. This is related to the

number of indicators with inadequate time provided.

Thus, the validator concludes that the learning device

can be used with several revisions / improvements.

3.2 Practicality of Learning Devices

After the validation process with the expert is

complete, then the revision of the prototype of the

mathematics learning device is carried out in

accordance with the validator's suggestions. To see

the practicality of learning tools, trials were

conducted at SD Negeri 002 Sumahilang Pekanbaru

VA class. Before the trial was carried out, the

researcher and the teacher discussed about the

technical implementation of the trial. For the

implementation to be more technically clear, the

researcher provides a learning tool to the teacher.

Trials of learning tools developed were carried out

in three meetings. During the trial acting as a teacher

was a math teacher / VA class teacher, while the

researcher assisted by one observer was tasked with

observing the implementation of learning.

Practical data on the use of learning tools is

obtained from observations of the implementation of

learning and interviews with teachers. The results of

the practicality obtained, the researcher described as

follows:

1. Results of Observation of Learning

Implementation

Observation of the implementation of learning is

focused on seeing whether learning is carried out

in accordance with the RPP that is designed and

seeing if there are obstacles in its

implementation. Observations were carried out

by 2 observers. The following is a description of

the results of observations of the implementation

of learning with the use of developed Learning

Tools.

a. RPP I

RPP I was carried out according to plan. The

planned time is two meetings, this is because

for one meeting time is not enough. This are

found in several questions that were not

discussed such as questions number 3, 4, and

5 of the subjects. Means that the discussion

of subject and questions that can be

discussed at this meeting is 80%. The

teacher asks students to discuss questions

that have not been discussed with other

student pairs outside of learning and

continue to fill in the LKPD at home.

b. RPP II

RPP II is quite implemented according to

plan. The drawback is that there are no

students who answer the initial question,

because students do not read the summary of

the material. As a result, the time needed to

carry out the initial question exceeds the

planned time which is ± 15 minutes.

Because the planned time is not enough so

that the question discussed is only 65%.

c. RPP III

The learning carried out is in accordance

with the learning activities planned in the

ICMIs 2018 - International Conference on Mathematics and Islam

RPP. But the discussion is only on guided

training. Training questions cannot be done

by students. Material discussion is only

about 75%.

2. Results of Interviews with Teachers Regarding

the Practicality of Learning Tools developed.

Interviews are conducted after the end of the

learning process. From the results of interviews

with researchers and teachers, it can be

concluded that the use of RPP and LKPD can be

used properly without significant constraints.

Although many students asked about filling in

LKPD, what was asked was a place of filling that

was not enough for writing answers. This is

because elementary students tend to write with a

relatively larger font size than usual. In addition,

the teacher also stated that the use of time was

relatively less. Because the process of

introducing mathematical calculations takes a lot

of time. So that the delivery of religious material

uses only a little time. The following is a

summary of the results of the interview:

Teacher: LKPD guidelines are clearly designed

as seen from the instructions in the

process.

Teacher: Students ask about filling out LKPD,

even though the steps are clear and if

students try it themselves, students get

more understanding in solving the

problem, but the place of filling is

relatively less for them. Students tend

to write in large letters from the

standard.

According to the teacher the questions that exist

in LKPD vary, there are easy and difficult problems.

As a result, not all questions can be solved by

students.

The results of the interview are as follows:

Teacher: On average the problem is being,

Problem is difficult to be in the

material applying a comparison

in determining inheritance.

Easy questions on guided training.

Teacher: Not all questions can be answered

by students. Questions that can be

answered are questions on guided

training

The time needed to fill the LKPD varies and

depends on the learning conditions at that time, as

shown in the following interview results:

Teacher: for smart students ± ½ hours, while

weak students can spend ± 1 hour

but gradually and there are still

problems that are not done

because they cannot.

Related to the results above, based on the results

of interviews with researchers with classroom

teachers, it was concluded that in the learning process

the classroom teacher himself admitted that he did not

give emphasis on his religious material. Teachers

tend to spend a lot of time teaching the calculation

process (mathematics). The teacher stated that

achieving mathematics learning goals was more time

consuming, so the target of learning his religion was

not optimal. The teacher also stated that there was a

dilemma in learning like this. The teacher is faced

with religious abilities as well as mathematical

abilities. This is difficult, especially irrelevant

education. In addition, it is dilemma on the target of

achieving the mathematics curriculum. He said that

for this integration, it should only be limited to the

introduction of Fara'id Science concept, not the

advanced material, since the students find it difficult

to memorize all at the same time, consequently it is

less effective for the achievement of learning

completeness. In addition, he suggested that for the

future implementation it would take a longer time for

the teacher to first understand the religious material

before practicing it in the classroom teaching.

3.3 Effectiveness of Learning Devices

The effectiveness of this mathematics learning tool

for integration of Islamic concepts is only done on the

results of learning mathematics and religion of

students. The effectiveness stage is carried out by

giving evaluations / daily tests to students. Questions

are made consisting of religious and mathematical

material.

To find out the effectiveness of the use of learning

devices, it is carried out tests on the results of learning

mathematics and religion (Fara'id science). Tests are

given in the form of written tests with structured essay

questions. In addition, interviews with teachers were

also conducted.

Based on the results of the mathematics learning

outcomes test, the data above shows that 24 students

from 32 students obtained completeness. This means

75% of students achieve completeness in learning

mathematics. But for religious learning does not

reach completeness. Individual completeness criteria

for learning mathematics and religion are 75. Based

on the results of Fara'id's learning outcomes test,

obtained data that 7 students from 32 students

obtained completeness. Precisely only 0.21% of

Development of Learning Tools Fractional Counting Operation Materials based on the Integration of the Fara’id Concept for Elementary

School Students

students who attained completeness for religious

learning (Fara'id science).

Data of student learning completeness in the

division and science fara'id material can be found in

the following diagram.

Diagram 1: Data of student learning completeness in the

material division and science of fara'id.

From a further search, it can be summarized that

many students cannot answer questions about the

urgency of fara'id science material to develop.

Students are also unable to remember well about the

meaning, division of heirs, especially on the rules for

the distribution of inheritance. It seems like many

students are not interested in the material. But for the

mathematical calculation process, students are far

more capable. Complete students are students who

have high abilities.

4 DISCUSSIONS

The description of the results of the validation above

shows that the mathematical learning tools of the

integration of Islamic concepts are valid. By making

improvements according to the advice of the

validator. Mathematical learning device integration

of Islamic concepts is quite valid, meaning that the

device is quite capable of measuring what should be

measured.

Based on the results of observations of the

implementation of learning with the tools of

mathematics learning the integration of Islamic

concepts and the results of interviews with teachers,

the researchers concluded that the tools of learning

mathematics and the integration of Islamic concepts

are practical. In general, the obstacles faced by

teachers are insufficient time to discuss guided

training. The following is explained about the

practicality of the mathematics learning device for the

integration of Islamic concepts in the trial class.

A. Results of observations of the implementation of

learning

Observation sheet to see the practicality of the

implementation of learning with the tools of

mathematics learning the integration of Islamic

concepts is provided for each lesson plan. The

focus of observation is only on the

implementation of the RPP by the teacher,

whether it is in accordance with the drafted RPP,

and also on the constraints encountered during

the implementation.

The following is a discussion of the results of

observations for each RPP, namely:

1. RPP I

The teacher has implemented the RPP in

accordance with the draft RPP. The teacher

has done the task of conveying the learning

objectives and motivating students. The

teacher also asks questions and asks students

to think about them. Then students share

with their partners and classmates. Because

time is insufficient, there are still questions

that were not discussed. Students are still

constrained in filling in question number 2,

because there are still many differences of

opinion during the presentation in front of

the class. At the end of learning, students are

asked to make conclusions.

2. RPP II

The implementation of RPP II is in

accordance with the plan. When the teacher

asks a question, no student answers the

question. This is because students do not

read the summary of the material. Students

who appear are students who have appeared

in previous meetings. At this meeting only, a

part of the questions can be discussed. At the

end of the study there were several students

who delivered their conclusions.

3. RPP III

RPP III has been done well. Firstly, given

the opportunity for students to exchange

opinions with their friends to fill the guiding

exercises. The question of training was not

done by students. Therefore, filling in LKS

is continued at home.

B. Results of interviews with teachers regarding

the practicality of Learning Tools

Based on the results of the interview between

the researcher and the teacher about the

practicality of the mathematics learning device,

the integration of Islamic concepts was obtained

as follows:

20%

40%

60%

80%

Complete

Non Complete

ICMIs 2018 - International Conference on Mathematics and Islam

1. Students understand that by filling in the

mathematics learning tool for integration of

Islamic concepts because the instructions

and steps given to LKPD are quite clear.

2. Mathematics learning tools integration of

Islamic concepts helps students in

understanding learning material.

3. The time provided for students to work on

LKPD is still lacking, in the end LKPD is

done at home.

The constraints faced by students when

working on learning devices are:

1. Students have difficulty working on

questions in the form of applications.

2. Even though the time provided is sufficient

but there are still questions that cannot be

done by students, namely the high level of

difficulty. After discussing with his partner

and sharing with classmates, the problem

still cannot be resolved.

3. The ability of teachers for religious materials

is very lacking, because their knowledge is

different, so that when teaching the teacher

is also less emphasis on religious material.

C. Effectiveness of Learning Devices

Product quality / educational development

results can be determined based on the validity

of practicality and effectiveness. Effectiveness

can implement if the product is valid and

practical. The effectiveness of the mathematics

learning tool for the integration of Islamic

concepts is seen from the results of students'

mathematics and religion learning tests.

Based on the test results after learning shows

that the device of learning mathematics

integration of Islamic concepts only provides

good effectiveness on the achievement of

mathematics learning. The completeness of

classical learning is achieved with the KKM 75

and 75% of students complete.

Based on the test results after learning shows

that the device of learning mathematics

integration of Islamic concepts is not able to

provide good effectiveness on the achievement

of religious learning, especially the material of

Fara'id science. Classical learning completeness

is not achieved with 75 KKM and only 21% of

students complete.

Thus, the results of this research add to the wealth of

research on Islamic integration through the

development of mathematics learning tools. The

results of this research also support related research

results such as Suparni's Study entitled National

Character Development (2012). Through Integrating

Islamic Values in Learning Mathematics, and

Mahfuzoh (2011) in the title of his research the

influence of Integration of Islam and Science on

Mathematics, both recommended the importance of

planting Islamic values in mathematics learning.

Suparni (2012) conducted a case study in learning

mathematics integrated Islamic education, while

sitimahfuzoh was a literature study that

recommended that further studies need to look for

mathematical relations in the Qur'an. Besides this

study by Abdussakir (2009) entitled The Importance

of Mathematics in Islamic thought. In his study, it was

stated that mathematics and Islamic science have a

very close connection. To learn and understand the

Islamic knowledge contained in the Qur'an,

mathematics is needed.

5 CONCLUSIONS

Mathematics learning devices integration of Islamic

concepts developed for elementary school fifth grade

mathematics learning include: comparisons and

Fara'id science. Based on the results of data analysis

that has been done can be concluded as follows: 1)

that the mathematics learning device developed is

valid; 2) The results of the trials conducted show that

the use of practical learning devices; 3) the

mathematics learning tools that are developed

effectively for the results of learning mathematics,

but not for the Fara'id science material.

Mathematics learning device integration of

Islamic concepts is carried out in the learning process.

So, the use of time is not efficient in filling out LKPD

by students. Others who want to use this learning tool

are advised to ask students to study at home first. For

the future usage, it needs a technical guidance that can

be implemented and if it is necessary to conduct some

trainings in the development of integrated Islamic

learning tools.

ACKNOWLEDGEMENTS

Thank you for all validators, mathematics education

lecturers and lecturers of Islamic religious education

UIN Suska Riau and mathematics teachers at SDN

002 Pekanbaru.

Development of Learning Tools Fractional Counting Operation Materials based on the Integration of the Fara’id Concept for Elementary

School Students

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