The Content-Validated Geometry Lessons in Islam Observed Brain-based Learning

Sherma O.  Sappari; Florante P.  Ibarra; Amirul Mukminin; Kasinyo Harto; Lenny Marzulina; Herri Mulyono; Asmendri Asmendri

doi:10.48161/qaj.v3n4a166

Authors

Sherma O. Sappari Maharlika Elementary School, Manila
Florante P. Ibarra College of Education, Central Luzon State University, Science City of Munoz, Nueva Ecija, Philippines
Amirul Mukminin Faculty of Education, Universitas Jambi, Indonesia
Kasinyo Harto Universitas Islam Negeri Raden Fatah, Palembang, Indonesia
Lenny Marzulina Universitas Islam Negeri Raden Fatah, Palembang, Indonesia
Herri Mulyono University of Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia
Asmendri Asmendri Islamic State University of Mahmud Yunus, Batusangkar, Indonesia

DOI:

https://doi.org/10.48161/qaj.v3n4a166

Abstract

This study examined the process of learning geometry in content-validated lessons with the integration of Islamic values as perceived to have observed brain-based learning principles. Anchored in a grounded theory, theoretical sampling was utilized among sixteen 4^th and 5^th grade students in geometry class including three teacher-observers and one teacher-demonstrator playing the “emic-etic” role or participant observer. Lessons in geometry with Islamic contexts were sporadically presented with citations of verses from the Holy Qur’an coupled with Islamic value-infusions. Designed in a qualitative grounded theory approach, an interview script was used for individual and focus group interviews. Ten content validated -lessons in geometry were designed to capture the Islamized learning phenomenon wherein field notes of observations and video footages were qualitatively analyzed using the lens of systematic approach coined as constant comparative method of analysis. Results indicated that substantive theory on the process of learning geometry in content-validated lessons with Islamic value-infusions as perceived to have brain-based learning was evidently observed which revolved on five sub-elements: (a) connection; (b) attention;(c) imagination and action; (d) emotions and recollection; and (e) associations. The approach to integrating Islamic values in content-validated lessons recognized the presence and the process of brain-based learning principles. Observed in cyclical context, emotion and memory play a significant role to learning guided by the content-validated lessons in geometry. The infusion of religious values and appreciation of creation informs one’s understanding of the emotions and their importance for learning which are therefore critical to brain-based learning principles.

Downloads

Download data is not yet available.

References

Aldridge, D. (2015). A Phenomenological perspective on learning. In D. Scott, & E. Hargreaves (Eds.), The SAGE Handbook of Learning (pp. 117-128). Singapre: SAGE.

Babbie, E. (2016). The practice of social research (14th ed.). Boston: Cengage Learning.

Bernard, R. H. (2006). Research method in anthropology. New York, NY: Altamira Press.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Bryant, A., & Charmaz, K. (2014). Discursive glossary of terms. In A. E. Clarke, & K. Charmaz (Eds.), Grounded Theory and Situational Analysis (Vol. 1). New Delhi: SAGE Benchmarks in Social Research Methods.

Caine, R.N. & Caine, G. (2002). Brain-based learning. Nobel Publishing Distribution.

Clark, K. M. (2014). History of Mathematics in Mathematics teacher education. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp. 755-792). New York: Springer. doi:10.1007/978-94-007-7654-8.

Chaiklin, S. (2015). The concept of learning in a cultural-historical perspective. In S. Chaiklin, D. Scott, & E. Hargreaves (Eds.), The SAGE Handbook of Learning (pp. 94-106). Singapore: The SAGE.

Charmaz, K. (2006). Constructing grounded theory (1st Ed.). SAGE

Charmaz, K. (2014). Constructing grounded theory (2nd Ed.). SAGE

Creswell, J. W.(2003). Qualitative inquiry research design: Choosing among the five approaches. London: SAGE Publications Inc.

Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.). Boston: Allyn and Bacon.

ElAdl, A.M. & Saad, M.A.E. (2019). Effect of a brain-based learning program on working memory and academic motivation among tenth grade omanis students. International Journal of Psycho-Educational Sciences, 8 (1), 42-50.

Fried, M. N. (2014). History of Mathematics in Mathematics education. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Sciene Teaching (pp. 669-704). New York: Springer. doi:10.1007/978-94-007-7654-8.

Gesink, I. F. (2014). Islamic educational reform in nineteenth-century Egypt: Lessons from the present. In C. Tan (Ed.), Reforms in Islamic Education: International Perspectives (pp. 17-34). printed and boud in Great Britain: Bloomsbury Academic.

Gozuyesil, E., & Dikici, A. (2014). The effect of brain-Based learning on academic achievement: A meta-analytical study. Educational Sciences: Theory and Practice, 14(2), 642–648.

Habibi, A., Mukminin, A., Najwan, J., Sofwan, M., Haswindy, S., Marzulina, L., & Sirozi, M., Harto, K. (2018). Investigating EFL classroom management in pesantren: A case study. Qualitative Report, 23(9), 2105-2123.

Hariastuti, R. M., Budiarto, M. T., & Manuharawati. (2022). Traditional houses in ethnomathematical-thematic connected-based mathematics learning. International Journal of Educational Methodology, 8(3), 535-549.

Ibarra, F. P. (2017a). Voices from devotional ritual: Practitioners’ unity of purpose to building community in araquio musical tradition. International Journal of Community Music, 10(2), 171-191. doi: 10.1386/ijcm.10.2.171_1

Ibarra, F.P. (2017b). Transmission of araquio music, songs, and movement conventions: Learning, experience and meaning in devotional theatre. The Qualitative Report, 22(4), 1031-1049. http://nsuworks.nova.edu/tqr/vol22/iss4/7

Ignacio, N. G., Nieto, L. J. B., & Barona, E. G. (2006). The affective domain in mathematics learning. International Electronic Journal of Mathematics, 1, 16-32.

Kusno, K. (2022). Islamic Values-Based Mathematics Learning for Secondary Schools in Islamic Boarding Schools. Journal of Ethnomathematics, 1(1), 15–28. doi: https://doi.org/10.48135/ije.v1i1.15-28.Kaya, Z. (2012). Learning and teaching theories, approches, models. Pegem Academy.

McNeil, F. (2009). Learning with the brain in mind. Long Angeles, London: SAGE.

Mekarina, M. and Ningsih, Y.P. (2017). The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning. Journal of Physics: Conf. Series 895, 2-6. DOI :10.1088/1742-6596/895/1/012057

Merriam, S. B. (2009). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass.

Muazza, Mukminin, A., Rozanna, E. S., Harja, H., Habibi, A., Iqroni, D., Marzulina, L., Harto, K., Nurulanningsih. (2019). Caring the silenced voices from an islamic boarding school-pesantren: Stories of volunteer teachers and policy implications. Dirasat: Human and Social Sciences, 46(3), 270-279.

Muazza, M., Mukminin, A., Habibi, A., Hidayat, M., & Abidin, A. (2018). Education in indonesian islamic boarding schools: Voices on curriculum and radicalism, teacher, and facilities. Islamic Quarterly, 62(4), 507-536.

Mukminin, A., Habibi, A., Muhaimin, Asrial, Haryanto, E., Setiono, P., & Sofyan. (2019). Vocational technical high school teachers' beliefs towards ICT for the 21 st century education: Indonesian context. Problems of Education in the 21st Century, 77(1), 22-38. doi:10.33225/pec/19.77.22

Mukminin, A., Habibi, A., Prasojo, L. D., Idi, A., & Hamidah, A. (2019). Curriculum reform in indonesia: Moving from an exclusive to inclusive curriculum. [Kurikularna prenova v Indoneziji: Prehod od izključujočega k vključujočemu kurikulum] Center for Educational Policy Studies Journal, 9(2), 53-72. doi:10.26529/cepsj.543

Mukminin, A., Haryanto, E., Sutarno, S., Sari, S. R., Marzulina, L., Hadiyanto, & Habibi, A. (2018). Bilingual education policy and indonesian students’ learning strategies. [Çiftdillilik politikası ve endonezyalı öğrencilerin öğrenme stratejileri] Elementary Education Online, 17(2), 1204-1223

Mukminin, A. (2022). Religious education in the world largest muslim country’s public schools: past and current policies, challenges, and policy recommendations. Logos, 113, 201-207.

Murphy, P. K., Firetto, C. M., & Long, V. A. (2015). Harnessing the Power of Knowledge and Beliefs in Teaching and Learning: Interventions that Promote Change. In D. Scott, & E. Hargreaves (Eds.), The SAGE Handbook of Learning (pp. 388-403). Singapore: SAGE.

Nurhamidah, M. & Y. Roza. (2022). Praktikalitas Bahan Ajar Matematika Terintegrasi Nilai Islam Menggunakan Pendekatan Saintifik untuk Pengembangan Karakter Peserta Didik. J. Cendekia J. Pendidik. Mat., 4 (1), 193–201.

Prasojo, L. D., Habibi, A., Yaakob, M. F. M., Mukminin, A., Haswindy, S., & Sofwan, M. (2019). An explanatory sequential study on indonesian principals' perceptions on ICT integration barriers. Electronic Journal of e-Learning, 17(1), 1-10.

Prasojo, L. D., Habibi, A., Mukminin, A., Muhaimin, Taridi, M., Ikhsan, & Saudagar, F. (2017). Managing digital learning environments: Student teachers’ perception on the social networking services use in writing courses in teacher education. Turkish Online Journal of Educational Technology, 16(4), 42-55.

Randewijk, E., Toit, P.H., & Harding, A.F.(2022). Informing practice in mathematics

through the use of Herrmann’s Whole Brain® theory. South African Journal of Education, 42 (3), 1-16. DOI: https://doi.org/10.15700/saje.v42n3a2088

Reay, D. (2015). The impact of gender, race and class on learning dispositions in schools. In D. Scott, & E. Hargreaves (Eds.), The SAGE Handbook of Learning (pp. 363-372). Singapore: SAGE.

Rowlands, S. (2014). Philosophy and the secondary Mathematics classroom. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp. 705-730). New York: Springer. doi:10.1007/978-94-007-7654-8.

Sabutan, J. G. (2008). Strengthening Islamic Education in Southern Philippines: an evaluation of the Philippine Madrasah Program. University of Southern Mindanao. Amherst, Massachusetts: Institute on Training and Development (ITD), BUreau of Educational And Cultural Affairs, U.S. Department of State.

Safi, L. (1993). The quest for Islamic methodology: The Islamization of knowledge project in its second decade. American Journal of Islamic Social Sciences, 23-48.

Sappari,S.O. (2006). Development and content validation of Islamized lessons in

Geometry for grade 6 students. Unpublished masteral thesis. Philippine Normal University.

Saravani, S., Marziyeh, A., & Jenaabadi, H. (2016). The relationship of dimension of

perceived teaching style with students mathematics achievement and self-efficacy. International Electronic Journal of Mathematics, 12, 349–358. Retrieved from http://www.ijme.com

Schattschneider, D., & Emmer, M. (2003). (eds.) M.C. Escher's legacy: A centennial celebration (with CD Rom), Heidelberg: Springer, 2003.

Schattschneider, D. & Dolbilin, N. (1998). One Corona is Enough for the Euclidean Plane, In Quasicrystals and Discrete Geometry (J. Patera, editor). Fields Institute Monographs, Vol. 10, AMS, Providence, RI, pp. 207-246.

Sobarningsih, N., Juariah, J., Nurdiansyah, R., Purwanti, A.R., & Kariadinata, R. (2019). Pengem bangan soal matematika bernuansa Islami. Jurnal Analisa, 5(2), 109–123. doi: https://doi.org/10.15575/JA.V512.5895.

Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc.

Suarsana, I. M., Widiasih, N.P.S., & Suparta, I. N. (2018). The effect of brain Based learning on second grade junior students' Mathematics conceptual unnderstanding on Polyhedron. Journal on Mathematics Education, 9 (1), 145-156. https://files.eric.ed.gov/fulltext/EJ1173645.pdf

Suroso, C.P., Hassan, M.B., Mohamed, S.B., Sulistyanto, D., & Ngatiyono. (2018). How to internalize Islamic values in mathematic learning? Opcion, Ano, 34 (85), 1198–1206.

Tang, & Yi-Yuan. (2017). Brain-based Learning and education: Principles and practice. London, San Diego CA: Academic Press, an imprint of Elsevier.

Tie, Y. C., & Birks, K. F. (2019). Grounded theory research: A design framework for novice researchers. SAGE Open Medicine. doi:10.1177/2050312118822927

Triana, M., Zubainur, C. M., & Bahrun (2019). Students' Mathematical communication ability through the brain-based learning approach using autograph. Journal of Research and Advances in Mathematics Education, 4(1), 1-10.

Triana, A.Y., Supono, A., Aini, A.N. (2023). Integrating Islamic values on math learning in welcoming the society 5.0: how it works? D. Pristine Adi et al. (Eds.): ACIE 2022, ASSEHR 714,203–211, 2023.

Widana, I. W., Sumandya, I. W., Citrawan, I. W., Widana, I. N. S., Ibarra, F. P., Quicho, R. F., Delos Santos, M. R. H. M., Velasquez-Fajanela, J. V., & Mukminin, A. (2023). The Effect of Teacher’s Responsibility and Understanding of the Local Wisdom Concept on Teacher’s Autonomy in Developing Evaluation of Learning Based on Local Wisdom in Special Needs School. Journal of Higher Education Theory and Practice, 23(10).

Zarges, K.M., Adams, T.A., Higgins, E.M., & Muhovich, N. (2018). Assessing the impact of academic advising: Current issues and future trends. New Directions for Higher Education, 2018 (184), 47-57. https://doi.org/10.1002/he.20302