Delta-Phi: Jurnal Pendidikan Matematika, vol. 1, pp. 11–14, 2023
Received 19 Feb 2023 / published 30 Apr 2023
https://doi.org/10.61650/dpjpm.v1i1.31

Integration of Islamic values,
mathematics, and career readiness
competencies of prospective
teachers in Islamic universities
Siti Inganah1, Choirudin2, Nopia Rizki3, Syed Muhammad Yousaf Farooq4, and Novi Susanti5
1. Universitas Muhammadiyah Malang, East Java, Indonesia
2. Universitas Ma’arif Lampung, Indonesia
3. Universitas Muhammadiyah Malang, East Java, Indonesia
4. The University of Lahore, Lahore, Pakistan
5. STKIP Muhammadiyah Pagar Alam, Indonesia
E-mail correspondence to: inganah@umm.ac.id

Abstract

rare to balance the two by increasing the discourse on the dichotomy
between Indonesia's Islamic education system and general education.

This study aims to investigate career readiness toward understanding the
integration of Islamic values and mathematics in prospective
mathematics teacher students studying at Islamic tertiary institutions.
This study involved 375 students consisting of 71 males (19%) and 304
females (81%). The data collection tool provides an online questionnaire
with Google Forms related to demographics (place of education, age, and
gender), a questionnaire about integrating Islamic values with
mathematics, and a career readiness questionnaire for prospective
mathematics teachers—data analysis using part analysis with SPSS. The
results showed no direct influence between understanding the
integration of Islamic values and mathematics on future mathematics
teachers' competence and career readiness at Islamic tertiary institutions.
Students tend to find it challenging to say between religion and
mathematics teachers most responsible for teaching mathematics with
Islamic values. They are not sure of the competence they have to relate
the content of Islamic values to mathematics. In professional
competence, students feel confused about how to start teaching the
relationship between Islamic values and learning mathematics in class and
when the application is taught.

One form of educational dichotomy in Indonesia is the diversity of
educational institutions. This means that pesantren, madrasahs, and
schools have different styles and systems. Islamic boarding schools
focus on religious studies, while schools only study general education
(Firdaus, 2019; Tahir, 2021). This makes the relationship between
science and religion even further away (Safitri et al., 2023; Triono et
al., 2023). For this reason, integration is needed so there is no
assumption that there is no relationship between the science of the
hereafter and mathematics (Aziz, 2017; Marvavilha & Suparlan, 2018).

Keywords: Career Readiness; Integration of Islamic Values and
Mathematics; Islamic Religious College; Math Teacher Candidate.

Mathematics is the knowledge students need to achieve their
educational goals at all levels of education (Darmayanti et al., 2022).
Mathematics is said to be one means to achieve predetermined
educational goals, namely changing students’ attitudes and behaviour
levels (Vedianty et al., 2023), including their religious awareness
(Rahmat, 2019; Tharaba et al., 2022). Thus, learning mathematics is
expected to bring students success (Karim & Zoker, 2023), expressed
in achievement and changes in religious awareness (Anam et al.,
2019). In other words, learning mathematics can instil religious values
in children. However, this hope has not been fully realized.

Introduction
Education in society tends to be oriented toward how humans
obtain as much material as possible and, conversely, abandon values
related to religious values (Ma’zumi et al., 2020; Wafa & Hadi, 2020).
Religious education has become very popular among students, and
general education was neglected (Sugianto et al., 2023). Thus, it is

The purpose of education prioritizes the understanding and
practice of religious values through the first Core Competency (KI1) of
the 2013 Curriculum, namely living and practising the teachings of the
religion they adhere to in all subjects (S. Achmad, 2019). However, the
fact is that currently, many Mathematics teachers do not understand
or even apply it in every lesson (Nguyen & Tran, 2022; Trouche et al.,
2019; Wabiser, 2022). Mathematics teachers only focus on achieving
competency in mathematics.

© 2023 Cahyadi et al., (s). This is an open-access article licensed under the Creative Commons Attribution License 4.0.
(http://creativecommons.org/licenses/by/4.0/).

Inganah et al. Integration of Islamic values, mathematics... Delta-Phi: Jurnal Pendidikan Matematika, 1, 11–14, 2023
Mathematics learning is usually carried out in part rather than
as an integral part of other subjects, including Islamic religious
education (Ainurrofiq, 2019; Halistin et al., 2022; Muslimin et al.,
2020; R. Putri et al., 2022). As a result of partial learning,
mathematics learning seems stiff and rugged, isolates itself from
real life, and eventually becomes a scourge (Nurmeidina &
Rafidiyah, 2019; Putra et al., 2020; Simanjuntak & Imelda, 2018).
Mathematics does not contribute to character development, and
the ability to convey Islamic values is low. On the other hand, math
scores tend to be low. This condition of low mathematics
achievement is common for some predominantly Muslim students
(Akib, 2016; Darmayanti et al., 2022; Mustafa et al., 2018).

Research Methode
This cross-sectional design type of research explains the
correlation between mathematics and Islamic values and teachers'
(professional and pedagogic) competence for the career readiness
of mathematics students studying at Islamic tertiary institutions. All
respondents were asked to fill out a questionnaire using the Google
Form media, and all information obtained will be kept confidential
for research purposes. Participants were asked to complete a
questionnaire containing name, place of study, age, gender, and
semester level.
This research involved students who took the Mathematics
Education/Tadirs Study Program at PTKI and were randomly
selected via a Google form questionnaire. The average age of
students in this study's mathematics program was 20.62 years, with
the youngest being 17 and the oldest 42 years old. The majority of
students are female (304; 81%) and male (71; 19%), and most of
them attend State Islamic Universities (198; 53%).

Currently, curriculum integration, a merger between
mathematics and religion, has been designed but not realized in the
field (Dagley et al., 2016; Plasman & Gottfried, 2020). Today, there
is still a strong perception in society that religion and science are
two separate and irreconcilable entities. As for the status of each
theory, it has its entity, even down to the organizing body. In other
words, science does not care about religion, and religion does not
care about science (Ma’zumi et al., 2020). his is an overview of
educational practices and scientific activities in this country today,
which have had various adverse impacts and are recognized by the
wider community (Belser et al., 2018). Therefore, this erroneous
assumption must be corrected. One of the impacts that can be
caused is in determining a career.

The instrument used is an online questionnaire that contains
demographic information about where to study (Winson et al.,
2023), age (Fikri et al., 2023), and gende (Safitri et al., 2023)r. The
questionnaire about integrating Islamic values into learning
mathematics contains 12 question items by modifying the
questionnaire used by Putri (R. Putri et al., 2022). Yunanti’s
professional and pedagogic competency questionnaire consists of
44 question items by Yunanti (Yunanti, 2022). Career readiness
questionnaire with nine statements adapted by Kurniawati
(Kurniawati, 2015). Cronbach’s alpha measured this questionnaire
by obtaining a reliable criterion of 0.798.

Several previous studies linking mathematics and Islamic values
(Kusno, 2022; Muslimin et al., 2020; Richardo et al., 2020) as well
as research implementing several media related to Islamic values
(Choirudin et al., 2021; R. Putri et al., 2022; Tijah, 2019). However,
this research will focus on the career readiness of prospective
mathematics teachers for students studying at PTKI. This is
important because in the career readiness of prospective teachers,
the two fields are always separated (Anjarwati et al., 2023), namely
mathematics and religious studies (Inganah et al., 2023). Becoming
a math teacher would be better if the individual mastered the
understanding of religion obtained from the college where they
studied.

Data were analyzed using the SPSS program. The descriptive
analysis explains the sample's demographic characteristics,
especially the distribution of places of education, age, and gender.
Data analysis techniques use path analysis to provide estimates of
the relationship between variables directly and indirectly.

Results and Discussion
Finding

Table 1. Demographic Relationship with Research Variables (N = 375).
Understanding of The
Professional
Pedagogic
Integration of Islam and
Competence
Competence
Mathematics

Variable

Career
Readiness

Gender

.615

.721

.366

.787

Age

.832

.975

.620

.330

Semester Level

.605

.235

.066

.596

College

.666

.000

.000

.070

The correlation analysis results between variables show a
significant relationship between the Origin of Higher Education and
Professional Competence (sig = 0.000) and Pedagogy (sig = 0.000).

Regression
Models

I

II

Student criteria based on gender, age, and semester level have no
relationship to all research variables. The research results based on
the hypotheses made explain the following.

Table 2. Direct Effect (DE), Indirect Effect (IE), Total Effect (TE)
Standardized
Variable
Track
Sig
Coefficients
X to Y1
0,057
0,267
X to Y2
0,050
0,330
X to Z
0,004
0,917
Y1 to Z
0,560
0,000
Y2 to Z
0,535
0,000
X to Z
X – Y1 – Y2
0,592
0,000
X to Z
X – Y1 – Y2
0,562
0,000

The results of the data analysis can explain that there is no
direct and indirect influence between understanding the integration
of Islamic values and mathematics on the career readiness of future
mathematics teachers. However, there is a relationship between
professional and pedagogical competence toward the career

Keterangan
Not Significant
Significant
Significant
Significant
Significant
Significant
Significant

readiness of future mathematics teachers at Islamic tertiary
institutions.

11

Inganah et al. Integration of Islamic values, mathematics... Delta-Phi: Jurnal Pendidikan Matematika, 1, 11–14, 2023
students to competence. Adequate to the career readiness of
students as prospective teachers. The integrative environment
includes the library's availability of integrative mathematics
textbooks/modules/LKS, including building a conducive learning
environment. Moreover, what is no less important is that PTKI must
be able to present an inspiring teaching figure. He is an individual
teacher with an integrated understanding of religion and mastery
of mathematics.

Discussion
Mathematics and Islam are closely related where the material
in learning mathematics is combined with the verses of the Koran
as the highest source of knowledge in Islamic education (Huda et
al., 2016; Imamuddin et al., 2020; Purwati et al., 2018; Stimpson &
Calvert, 2021) so that it becomes a blend of mathematics and
religion. Mathematics has a very close relationship with the
spiritual tradition of Muslims. This means familiarizing oneself with
the Qur’an can achieve happiness in this world and the hereafter.
Thus, integrating the values of the Qur’an in learning mathematics
is a very possible thing to do. By integrating the values of the Qur’an
into learning mathematics, besides the values of knowledge,
Islamic religious values and values in life are also obtained by
students.

Conclusion
The conclusion that can be drawn from this study is that
student demographics only show a significant relationship
between the origin of tertiary institutions and professional and
pedagogical competence. Gender demographics, age, and
semester level have no relationship to all research variables. There
is no significant influence on understanding the integration of
Islamic and mathematical values that students get from the lecture
process at PTKI. Religious material obtained by students does not
contribute to the career readiness of prospective teachers. So far,
students have only received professional and pedagogic
competency reinforcement for their career readiness as future
mathematics teachers.

Integrating Islamic knowledge in tertiary institutions is very
important to form human resources with character (M. Achmad,
2021; Azizah, 2019; Fitriyawany et al., 2022)—higher Education’s
efforts to educate students to become professional teachers.
Students generally gain knowledge in college, which is also
obtained through internships at school. This knowledge includes
knowing the direct implementation of the subjects being studied,
knowing the overall activities in schools (Laila et al., 2023), knowing
in more detail the educational needs in the field (Abidin et al.,
2023), knowing how to prepare a learning process plan (RPP),
which consists of knowledge of making teaching plans, teaching
implementation, up to teaching evaluation, and even facilities and
infrastructure, as well as student administration (Podkhodova et
al., 2020; Yilmaz, 2020) so that it becomes a natural thing when
students who take the Mathematics Education Study Program only
master professional and pedagogical competencies.

Reference
1.

Achmad, M. (2021). Integrasi Sains Dan Agama: Peluang
dan Tantangan bagi Universitas Islam Indonesia. ABHATS:
Jurnal Islam Ulil Albab, 2(1), 19.
2. Achmad, S. (2019). Pengembangan Pembelajaran Materi
Qur’an Hadits Integratif-Inklusif di Madrasah Aliyah.
Insania, 24(2), 16.
3. Ainurrofiq, F. (2019). The Use Of Hermeneutics Double
Movement Fazlur Rahman In Comprehending Hadith Of
The Unsuccessful Leadership Of Women. Jurnal
Ushuluddin,
27(2),
Article
2.
https://doi.org/10.24014/jush.v27i2.6719
4. Akib, I. (2016). The Local Cultural Values in The Interaction
of Matematics Learning at School. IOSR Journal of
Mathematics
(IOSR-JM),
12,
24–28.
https://doi.org/10.9790/5728-1204012428
5. Anam, S., Degeng, I. N. S., Murtadho, N., & Kuswandi, D.
(2019). The Moral Education and Internalization of
Humanitarian Values in Pesantren: A Case Study from
Indonesia. Journal for the Education of Gifted Young
Scientists,
815–834.
https://doi.org/10.17478/jegys.629726
6. Aziz, J. A. (2017). Self Regulated Learning Dalam Al-Qur’an.
Jurnal Pendidikan Agama Islam, 14(1), Article 1.
https://doi.org/10.14421/jpai.2017.141-06
7. Azizah, F. R. (2019). Mengembangkan Paradigma
Integratif-Interkonektif Dalam Pendidikan Islam Di
Perguruan Tinggi (Pendekatan Interdisipliner Dalam Studi
Islam. Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam,
4(2),
Article
2.
https://doi.org/10.24235/tarbawi.v4i2.5181
8. Belser, C., Prescod, D., Daire, A., & Dagley, M. (2018). The
Influence of Career Planning on Negative Career Thoughts
with STEM-Interested Undergraduates. The Career
Development
Quarterly,
66,
176.
https://doi.org/10.1002/cdq.12131
9. Choirudin, C., Setiawan, A., Anwar, M. S., Riyana, E.,
Abrori, M. S., & Wahyudi, W. (2021). Development of
Qur’an and Hadith-Based Mathematics Module for
Students’ Mathematical Understanding and Religious
Character.
Jurnal
Tatsqif,
19(2),
Article
2.
https://doi.org/10.20414/jtq.v19i2.4086
10. Dagley, M., Young, C., Georgiopoulos, M., Daire, A.,
Parkinson, C., Prescod, D., & Belser, C. (2016). Recruiting
undecided admits to pursue a STEM degree.

PTKI designs a curriculum that has learning outcomes so that
its graduates have a solid religious understanding and have a good
mastery of mathematics material as a whole and holistically
(Darmayanti et al., 2023), not dichotomously. It would be even
better if it were coupled with skills in using mathematics in an
applicative manner regarding human needs. The intended human
needs are intrinsically oriented towards achieving taqarrub Allah
(Anhar & Darmayanti, 2023; Darmayanti et al., 2022). PTKI should
be able to deliver its students as graduates who emulate the figure
of a Muslim mathematician. In Islamic civilization, specific names
are considered to contribute to science, especially Mathematics,
significantly. They were al-Khwarizmi, Tsābit bin Qurrah, Al-Karaji,
Ibn Haytam, ‘Umar Khayyam, and Sharf al-Dīn al-Ṭus. The Koran
must inspire Muslim scholars in mathematics (Durmuş, 2020;
Hussain & Ramli, 2017; D. et al., 2019).
However, so far, no research has stated that material about
religion obtained while students are studying is a valuable support
for prospective teacher students as strengthening religious
competence in teaching mathematics. The research questionnaire
results showed no direct effect between the Integration
Understanding of Islam and Mathematics on students’ career
readiness as prospective teachers. The fact is that students as
prospective teachers do not yet have religious competence as
expected by law. Students tend to find it challenging to say
between religion and mathematics teachers most responsible for
teaching mathematics with Islamic values. They are not sure of the
competence they have to relate the content of Islamic values to
mathematics.
In professional competence as prospective teachers, students
feel confused about how to start teaching the relationship between
Islamic values and learning mathematics in the classroom and
when applying Islamic values in learning mathematics is taught.
Institutionally, PTKI can reform a curriculum integrating Islamic
values and mathematics, including implementing the tri dharma of
higher education. Since students are still hesitant to learn that
integrates Islamic values and Mathematics, it is a challenge for
Islamic education institutions (PTKI) and stakeholders to provide an
“integrative environment” that can be a stimulant to deliver

12

Inganah et al. Integration of Islamic values, mathematics... Delta-Phi: Jurnal Pendidikan Matematika, 1, 11–14, 2023
https://doi.org/10.18260/p.26052
11. Darmayanti, R., Sugianto, R., & Muhammad, Y. (2022).
Analysis of Students’ Adaptive Reasoning Ability in Solving
HOTS Problems Arithmetic Sequences and Series in Terms
of Learning Style. Numerical: Jurnal Matematika Dan
Pendidikan
Matematika,
73–90.
https://doi.org/10.25217/numerical.v6i1.2340
12. Durmuş, S. (2020). Analysis of The Change in The
Awareness of Primary School Pre-Service Mathematics
Teachers on Famous Mathematiciansi. 7(10), 26.
13. Firdaus, F. (2019). Dasar Integrasi Ilmu dalam Alquran. AlHikmah: Jurnal Agama Dan Ilmu Pengetahuan, 16(1),
Article
1.
https://doi.org/10.25299/jaip.2019.vol16(1).2726
14. Fitriyawany, F., Lailatussaadah, L., & Meutiawati, I. (2022).
Integrating Islamic Values into Science Learning in
Indonesian Islamic Higher Education: Expectation and
Implementation. Tadris: Jurnal Keguruan Dan Ilmu
Tarbiyah,
7(1),
Article
1.
https://doi.org/10.24042/tadris.v7i1.10802
15. Halistin, H., Patih, T., Ayu Melvi Amalia, H., Ahmad, A., Zur,
S., . S., & Kadir, A. (2022). Interconnectedness of Math,
Biology and Islamic Education: Designing Teaching
Materials for High School. KnE Social Sciences, 217–228.
https://doi.org/10.18502/kss.v7i8.10739
16. Huda, M., Yusuf, J. B., Azmi Jasmi, K., & Nasir Zakaria, G.
(2016). Al-Zarnūjī’s Concept of Knowledge (‘Ilm). SAGE
Open,
6(3),
2158244016666885.
https://doi.org/10.1177/2158244016666885
17. Hussain, L. K. A.-S., & Ramli, A. F. (2017). Contributions of
Islamic Civilization to The Mathematics Development.
Wawasan: Jurnal Ilmiah Agama Dan Sosial Budaya, 2(2),
Article 2. https://doi.org/10.15575/jw.v2i2.1450
18. Imamuddin, M., Andryadi, A., & Zulmuqim, Z. (2020).
Islamic Education In The Al-Qur’an and Sunnah (Study
About the Meaning of Education and Implication for
Educator). Journal Educative : Journal of Educational
Studies,
5,
70.
https://doi.org/10.30983/educative.v5i1.3055
19. Kurniawati, A. (2015). Pengaruh Efikasi Diri, Minat Kerja,
dan Bimbingan Karir Terhadap Kesiapan Kerja Siswa Kelas
XI Program Keahlian Akuntansi SMK N 1 Kendal [Thesis].
Universitas Negeri Semarang.
20. Kusno, K. (2022). Islamic Values-Based Mathematics
Learning for Secondary Schools in Islamic Boarding
Schools. Indonesian Journal of Ethnomathematics, 1(1),
Article 1.
21. Marvavilha, A., & Suparlan, S. (2018). Model Integrasi Nilai
Islam Dalam Pembelajaran Sains. Humanika, Kajian Ilmiah
Mata
Kuliah
Umum,
18(1),
Article
1.
https://doi.org/10.21831/hum.v18i1.23129
22. Ma’zumi, M., Najmudin, N., & Said, S. (2020). Epistemologi
Dikotomi Ilmu. Jurnal Pendidikan Karakter JAWARA (Jujur,
Adil, Wibawa, Amanah, Religius, Akuntabel), 6(1), Article
1.
https://jurnal.untirta.ac.id/index.php/JAWARA/article/vie
w/8298
23. Mukit, A., Mustaqim, M., & Abidin, Z. (2021). Solusi
Problematika Dikotomi Ilmu di Perguruan Tinggi Agama
Islam: Analisis terhadap Kebijakan Pendidikan Tinggi. AlIrfan : Journal of Arabic Literature and Islamic Studies,
4(2), Article 2. https://doi.org/10.36835/alirfan.v4i2.4975
24. Muslimin, M., Putri, R. I. I., Zulkardi, Z., & Aisyah, N. (2020).
Learning Integers With Realistic Mathematics Education
Approach Based On Islamic Values. Journal on
Mathematics
Education,
11(3),
Article
3.
https://doi.org/10.22342/jme.11.3.11721.363-384

25. Mustafa, M., Yudono, A., Wikantari, R., & Harisah, A.
(2018). Implementation of Islamic Values in Houses
around Darul istiqamah Islamic Boarding School in
Maccopa, Maros. Pertanika Journal of Social Sciences and
Humanities, 26, 2731–2746.
26. Nguyen, D. T., & Tran, D. (2022). High school mathematics
teachers’ changes in beliefs and knowledge during lesson
study. Journal of Mathematics Teacher Education.
https://doi.org/10.1007/s10857-022-09547-2
27. Nurmeidina, R., & Rafidiyah, D. (2019). Analysis of
Students’ Difficulties in Solving Trigonometry Problems.
Proceedings of the Proceedings of the 4th Progressive and
Fun Education International Conference, Profunedu 2019,
6-8 August 2019, Makassar, Indonesia. Proceedings of the
4th Progressive and Fun Education International
Conference, Profunedu 2019, 6-8 August 2019, Makassar,
Indonesia,
Makassar,
Indonesia.
https://doi.org/10.4108/eai.7-8-2019.2288422
28. Plasman, J., & Gottfried, M. (2020). School absence in the
United States: Understanding the role of STEM-related
vocational education and training in encouraging
attendance. Journal of Vocational Education & Training, 1–
23. https://doi.org/10.1080/13636820.2020.1765841
29. Podkhodova, N., Snegurova, V., Stefanova, N., Triapitsyna,
A., & Pisareva, S. (2020). Assessment of Mathematics
Teachers’ Professional Competence. Journal on
Mathematics
Education,
11(3),
477–500.
https://doi.org/10.22342/jme.11.3.11848.477-500
30. Purwati, N., Zubaidah, S., Corebima, A. D., & Mahanal, S.
(2018). Increasing Islamic Junior High School Students
Learning Outcomes through Integration of Science
Learning and Islamic Values. International Journal of
Instruction,
11(4),
841–854.
https://doi.org/10.12973/iji.2018.11453a
31. Putra, H. D., Setiawan, W., & Afrilianto, M. (2020).
Indonesian High Scholar Difficulties In Learning
Mathematics. International Journal of Scientific &
Technology Research, 9(01), 6.
32. Putri, D. P. (2019). Peran dan Kontribusi Ilmuwan Muslim
dalam Pembelajaran Matematika. ARITHMETIC: Academic
Journal
of
Math,
1(1),
Article
1.
https://doi.org/10.29240/ja.v1i1.822
33. Putri, R., Johar, R., & Munzir, S. (2022). Teachers’
Perception About Islamic Values Integration Into
Mathematics Learning Through Comics. Jurnal Ilmiah
Peuradeun,
10(1),
Article
1.
https://doi.org/10.26811/peuradeun.v10i1.606
34. Rahmat, R. (2019). Living Values Based Interactive
Multimedia in Civic Education Learning. International
Journal
of
Instruction,
12,
113–126.
https://doi.org/10.29333/iji.2019.1218a
35. Richardo, R., Abdullah, A. A., Martyanti, A., Sholihah, D. A.,
& Suhartini, S. (2020). Learning mathematics through
Islamic Nusantara culture: An ethnomathematics study in
Indonesia. 1(1), 6.
36. Simanjuntak, S. D., & Imelda, I. (2018). Student’s Difficulty
Analysis Through Realistic Mathematics Education Using
Batak Toba Cultures. International Journal of Trends in
Mathematics Education Research, 1(3), Article 3.
https://doi.org/10.33122/ijtmer.v1i3.42
37. Stimpson, B., & Calvert, I. (2021). Qur’anic Educational
Philosophy: Foundational Principles of Education in Islam’s
Holiest
Text.
Religions,
12(2),
Article
2.
https://doi.org/10.3390/rel12020082
38. Tahir, M. T. (2021). Integrasi Agama dalam Pembelajaran
Sains di Madrasah. Jurnal al Muta’aliyah: Pendidikan Guru
Madrasah
Ibtidaiyah,
1(1),
Article
1.

13

Inganah et al. Integration of Islamic values, mathematics... Delta-Phi: Jurnal Pendidikan Matematika, 1, 11–14, 2023
https://doi.org/10.51700/almutaliyah.v1i1.151
39. Tharaba, M. F., Baladina, N., Padil, M., Purwono, B. S. A., &
Ariswati, Y. (2022). Total Quality Management of Ulu AlAlbab Perspective:Alternative of Quality Improvement
Approach of Institutional College. 13.
40. Tijah, M. (2019). Model Integrasi Matematika Dengan
Nilai-Nilai Islam Dan Kearifan Lokal Budaya Dalam
Pembelajaran Matematika. Jurnal Pendidikan Matematika
(Kudus),
1(2),
Article
2.
https://doi.org/10.21043/jpm.v1i2.4878
41. Trouche, L., Gitirana, V., Miyakawa, T., Pepin, B., & Wang,
C. (2019). Studying mathematics teachers interactions
with curriculum materials through different lenses:
Towards a deeper understanding of the processes at
stake. International Journal of Educational Research, 93,
53–67. https://doi.org/10.1016/j.ijer.2018.09.002
42. Wabiser, Y. D. (2022). Factors Affecting The Learning

Interest Of Natural Papua Students Towards Mathematics
At Sdn Inpres Bertingkat Of Waena. Journal of Positive
School Psychology, 6(8), 9.
43. Wafa, A., & Hadi, N. (2020). Dikotomi Ilmu Pengetahuan
dan Implikasinya Dalam Pendidikan Islam. AHSANA
MEDIA: Jurnal Pemikiran, Pendidikan Dan Penelitian KeIslaman,
6(1),
Article
1.
https://doi.org/10.31102/ahsana..6.1.2020.41-50
44. Yilmaz, R. (2020). Prospective Mathematics Teachers’
Cognitive Competencies On Realistic Mathematics
Education. Journal on Mathematics Education, 11(1),
Article 1. https://doi.org/10.22342/jme.11.1.8690.17-44
45. Yunanti, A. P. (2022). Pengaruh Kompetensi Profesional
Dan Pedagogik Guru Terhadap Hasil Belajar Matematika
Siswa di Madrasah Ibtidaiyah Negeri 02 Lebong.
Universitas Islam Negeri Fatmawati Sukarno.

14