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In relation to the use of developed teaching
materials, researchers are interested in the opinions
of Panasuk and Horton (2012) which stated that
mathematics cannot be separated from history. An
interesting opinion related to the application of the
history in mathematics learning, in this case in MIT
learning with the teaching materials we developed,
proposed by Wahyu and Mahfudi (2016). According
to them, as a source of knowledge, history provides
valuable information related to events that has
occurred in the past. Knowledge gained through the
history of mathematics was very useful to be used in
learning. It is possible when we take advantage of
past developments that support progress in the
present.
Based on various thoughts that have been
described, researchers agreed to arrange teaching
material of MIT subjects on the topic of
mathematics contribution to the implementation of
sharia, which is expected to be taught through the
application of historical integration on the
instruction of MIT. The research questions
formulated in this study is, on the development of
teaching materials on the topic of mathematics
contributions to the implementation of sharia: 1)
how is the validity of teaching material that have
been designed? 2) how is the practicality of teaching
material that have been designed? 3) how is the
effectiveness of teaching material designed?
The research and development conducted by the
research team has the objective of producing
teaching material for the subjects of MIT—
mathematics contribution to the implementation of
sharia—which is valid, practical, and effective.
2 METHODOLOGY
Research was conducted by using research and
development method, the research method used to
produce and test the effectiveness of a product. The
result of this research was teaching material—
mathematics contribution to the implementation of
sharia—through the application of history
integration in MIT learning.
From various development models offered by the
experts, researchers have chosen the development
model of Sugiyono (2013) which set 10 stages of
development, namely: 1) Potentials and problems, 2)
data collection, 3) product design, 4) design
validation, 5) design revision, 6) limited trial, 7)
product revision, 8) field test, 9) product revision,
10) mass production. In practice, the researchers
decided to do all the stages set by Sugiyono (2013)
but tried to shorten the procedure by picking several
possible steps to be merged. In addition to merging
certain steps, the researchers also modified some
steps. Precisely, steps 5, 7, and 9 were not done
separately, but merged with design or trial. As for
modification, researchers applied it to the 6th step
(limited trial), 8th step (field test) and the 10th step
(production). Furthermore, we will explore the
reasons or details about the merging and
modification that we did.
The researchers did not place the revision step
separately. The reason is, the revision was done at
least 3 times repeatedly: immediately after the
completion of the teaching material, after the end of
limited trial, and after field test process. Unlike
Sugiyono (2013) who tested the usage in three
different classes, the researcher did it to 11 students:
three students representing lower class, four students
came from middle class and another four
representing upper class.
Furthermore, while Sugiyono (2013) done the
experiment in three different schools, in this study
we test the product by applying CAR (Classroom
Action Research). CAR conducted on 27 students
4th semester of the Department of Mathematics
Education the Faculty of Teacher Training and
Education Uninus academic year 2016/2017. The
last stage was the production of research and
development, which Sugiyono (2013) did in bulk
(mass production), but the researchers did so for a
limited scope.
2.1 Research instruments
In this research and development, the researchers
used the following instruments: validation sheets,
observation sheets, questionnaires, and tests. These
instruments were used in three different processes,
namely: product design, limited trial, and field trial.
Product design toke a validation sheet filled by
experts, to determine the validity of teaching
material. The limited trial used two observation
sheets: the first was filled by students to analyze the
practicality of teaching material; the second was
filled by lecturers to analyze the learning activities.
Field test applied: tests, observation sheets and
questionnaires; all were used to analyze the
effectiveness of teaching material.
Development of Teaching Material “Mathematics Contribution to the Implementation of Sharia”in Mathematics in Islamic Treasure Course
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