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Learning Mathematics based on Islamic Values as an

Alternative to Fun Learning

Achmad Bagus Hendy Kurniawan

Management of Islamic Education, Sidoarjo Muhammadiyah University

Eni Fariyatul Fahyuni*

Management of Islamic Education, Sidoarjo Muhammadiyah University

Nurdyansyah
Management of Islamic Education, Sidoarjo Muhammadiyah University

ANNOTATION
Mathematics has an essential role in real life. So the inculcation of mathematical concepts in teaching
and learning activities is vital. However, most students in schools need help learning and
understanding existing ideas. Therefore, every educator must become a facilitator in every teaching
and learning activity by using various learning media that interested student. Apart from that,
mathematics can also be integrated with Islamic values so that students can sort out right and wrong
Islamic norms. So that learning mathematics based on Islamic values can be carried out in a fun way
by involving all the senses possessed by students. This research was carried out using the SLR
(Systematic Literature Review) method, which aims to identify, evaluate and interpret research
relevant to formulating the problem in a given study. This research stage adopts the PRISMA
(Preferred Reporting Items for Systematic Reviews and Meta-analyses) method. This research
procedure has four steps: identification, screening, eligibility, and inclusion. The literature in this
study comes from various journals, Google Scholar, Lens, SINTA, and DOAJ. Based on the results of
the analysis, it shows that only 6 out of 20 journals apply fun Islamic values-based Mathematics
learning..

KEYWORDS: mathematics; islamics values; joyfull learning.

INTRODUCTION
Most students at school consider mathematics a complex subject to learn and understand. 1,2,3,4,5,6.7,8
1
Rindiani Repo Sidi and Tri Nova Yunianta, “Meningkatkan Hasil Belajar Matematika Kelas VII Pada Materi Aljabar
Dengan Menggunakan Strategi Joyful Learning,” MAJU : Jurnal Ilmiah Pendidikan Matematika 5, no. 1 (2018).
2
Maswar Maswar, “Strategi Pembelajaran Matematika Menyenangkan Siswa (Mms) Berbasis Metode Permainan
Mathemagic, Teka-Teki Dan Cerita Matematis,” Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 1, no. 1
(2019).
3
Melinda Rismawati and Eta Khairiati, “Analisis Faktor Yang Mempengaruhi Rendahnya Motivasi Belajar Siswa Pada
Mata Pelajaran Matematika,” J-PiMat : Jurnal Pendidikan Matematika 2, no. 2 (2020).
4
Muh. Fitrah and Dedi Kusnadi, “Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan
Karakter Peserta Didik,” Jurnal Eduscience (JES) 9, no. 1 (2022).
5
Isna Wulandari et al., “Efektivitas Permainan Kartu Sebagai Media Pembelajaran Matematika,” E-Dimas: Jurnal
Pengabdian kepada Masyarakat 11, no. 2 (2020).
6
Fahrurrozi Fahrurrozi, Nila Hayati, and Miftahul Rahmi, “Pengembangan Perangkat Pembelajaran Matematika
Terintegrasi Nilai-Nilai Islam Pada Materi Pokok Bilangan Bulat Dan Pecahan,” PYTHAGORAS: JURNAL PROGRAM
STUDI PENDIDIKAN MATEMATIKA 9, no. 2 (2020).
7
Sri Mulyati and Hanif Evendi, “Pembelajaran Matematika Melalui Media Game Quizizz Untuk Meningkatkan Hasil
Belajar Matematika SMP,” GAUSS: JURNAL PENDIDIKAN MATEMATIKA 3, no. 1 (2020).
8
Maya Nurjanah, “Integrasi Nilai-Nilai Islam Dalam Pembelajaran Matematika Di Madrasah Ibtidaiyyah,” Al-Qalam:
Jurnal Kajian Islam dan Pendidikan 13, no. 2 (2021).

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Mathematics is a subject in which there are interrelated concepts. The interrelationships between these
concepts make the concepts that have been known as initial knowledge for learning other concepts.9
This makes mathematics the first lesson that is less attractive to students. 10,11,12 Based on the existing
material, mathematics has a fundamental role in everyday life, so efforts need to be made to increase
student interest and the quality of teaching and learning activities in learning mathematics.13
Innovation in the world of education must be carried out as a whole because all elements in education
have an essential role in the education system's success.14 An educator not only transfers knowledge
but also manages students during the teaching and learning process. 15 Educators also act as facilitators
who provide material to learning media that will affect students' comfort in the teaching and learning
process.16,17, 18,19 Educators who can provide exciting and fun mathematics learning with various
methods, approaches, and teaching media are expected to make it easier for students to learn
mathematics.20,21
All elements of educational institutions, especially educators, are not only expected to produce
graduates who have intellectual intelligence but also spiritual intelligence.22,23,24,25,26 The process of
instilling religious values will be achieved if all elements in the school can make habituation, especially
educators.27,28 The primary foundation for integrating religious values in education is the 1945
Constitution article 31, paragraph 3. The 1945 Constitution of the Republic of Indonesia article 31,
paragraph 3 states, "The government seeks and organizes a national education system, which increases
9
Yusrida Muflihah et al., “Implementasi Seriang Game Edukids Sebagai Media Pembelajaran Menyenangkan Di SDN
Wonocolo 2 Sidoarjo,” Bidik: Jurnal Pengabdian kepada Masyarakat 3, no. 1 (2022).
10
Maswar, “Strategi Pembelajaran Matematika Menyenangkan Siswa (Mms) Berbasis Metode Permainan Mathemagic, Teka-
Teki Dan Cerita Matematis.”
11
Riyandi Nurdiana et al., “Pengaplikasian ‘Joyful Learning’ Pada Pembelajaran Matematika,” Jurnal Publikasi Pengabdian
Pada Masyarakat 1, no. 2 (2021): 114–118.
12
Agus Maqruf, “Pengembangan Lembar Kerja Siswa (LKS) Berbasis Konteks Islam Untuk Meingkatkan Pemahaman
Matematika Siswa Pada Materi Matriks Kelas XI,” Jurnal Penelitian Agama 21, no. 1 (2020).
13
M. Iqbal Hurriyati, Dwi ; Rosada, Maula ; Marita L. T., Mulla ; Ramadhani, “Metode Joyfull Learning Dapat Meningkatkan
Minat Belajar Matematika Pada Anak Sekolah Dasar,” Jurnal Pengabdian Masyarakat Berkemajuan 6 (2022): 119–123.
14
Nurdyansyah Nurdyansyah and Qorirotul Aini, “Peran Teknologi Pendidikan Pada Mata Pelajaran Matematika Kelas III Di
MI Ma’arif Pademonegoro Sukodono,” AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (2017).
15
Wahyu Hidayat, Jaja Jahari, and Chika Nurul Shyfa, “Manajemen Kelas Dalam Meningkatkan Proses Pembelajaran Di
Madrasah,” Jurnal Pendidikan UNIGA 14, no. 1 (2020).
16
Maswar, “Strategi Pembelajaran Matematika Menyenangkan Siswa (Mms) Berbasis Metode Permainan Mathemagic, Teka-
Teki Dan Cerita Matematis.”
17
Niken Eka Priyani, “Pengembangan Modul Etnomatematika Berbasis Budaya Dayak Dalam Pembelajaran Matematika
Dengan Pendekatan Joyfull Learning,” JURNAL DIDAKTIKA PENDIDIKAN DASAR 5, no. 1 (2021).
18
Minsih Minsih and Aninda Galih, “Peranan Guru Dalam Pengelolaan Kelas,” Profesi Pendidikan Dasar 5, no. 1 (2018).
19
Dika Ayu Krisnanti, Swaditya Rizki, and Ira Vahlia, “Pengembangan Modul Matematika Berbasis Discovery Learning
Disertai Nilai-Nilai Islam Materi Pertidaksamaan Rasional Dan Irasional,” in SNPPM-2 (Seminar Nasional Penelitian Dan
Pengabdian Kepada Masyarakat), 2020.
20
Rindiani Repo Sidi, “Meningkatkan Hasil Belajar Matematika Kelas VII Pada Materi Aljabar Dengan Menggunakan
Strategi Joyful Learning,” Jurnal Ilmiah Pendidikan Matematika 5, no. 1 (2018): 39–50.
21
Priyani, “Pengembangan Modul Etnomatematika Berbasis Budaya Dayak Dalam Pembelajaran Matematika Dengan
Pendekatan Joyfull Learning.”
22
Fitrah and Kusnadi, “Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter
Peserta Didik.”
23
Fahrurrozi, Nila Hayati, and Miptahul Rohmi, “Pengembangan Perangkat Pembelajaran Matematika Terintegrasi Nilai-
Nilai Islam Pada Materi Pokok Bilangan Bulat Dan Pecahan,” PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika
9, no. 2 (2020): 124–132.
24
Nurjanah, “Integrasi Nilai-Nilai Islam Dalam Pembelajaran Matematika Di Madrasah Ibtidaiyyah.”
25
Indun Ariningsih and Rizki Amalia, “Membangun Karakter Siswa Melalui Pembelajaran Matematika Yang Berintegrasi
Keislaman,” JOTE JOURNAL ON TEACHER EDUCATION 1, no. 2 (2020).
26
Wilda Yumna Safitri, Haryanto Haryanto, and Imam Rofiki, “Integrasi Matematika, Nilai-Nilai Keislaman, Dan Teknologi:
Fenomena Di Madrasah Tsanawiyah,” Jurnal Tadris Matematika 3, no. 1 (2020).
27
Heru Siswanto, “Pentingnya Pengembangan Budaya Religious Di Sekolah,” Madinah : Jurnal Studi Islam 6, no. 1 (2019).
28
Ukhti Raudhatul Jannah and Towafi Towafi, “Realistic Mathematic Education Pada Barisan Dan Deret Aritmetika Berbasis
Kehidupan Islami Pondok Pesantren,” JKPM (Jurnal Kajian Pendidikan Matematika) 5, no. 2 (2020).

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faith and piety and morals noble to educate the life of the nation, which is regulated by law." This
indicates that the goal of education in Indonesia is not only intellectual intelligence but also to form
religious human beings.29,30,31,32, 33
Mathematics should be integrated with Islamic values in learning. This integration can be in the form
of questions or learning media without changing mathematics learning outcomes.34 Mathematics is
essential because it can help children's ability to think logically to sort out right and wrong Islamic
norms.35, 36, 37 The first Islamic value-based mathematics learning indicator is the existence of an honest
or Siddiq attitude. Being honest in this case is that students cannot blame a theorem or definition that
has been proven correct to reach the answer to the desired calculation.38 Furthermore, the Islamic value
in learning Mathematics is the attitude of istiqomah. Mathematics is based on consistency and
systematics in solving every problem.39 The following Islamic value in learning Mathematics is self-
confidence. Students are required to be confident when solving problems so that they do not need to
look for the truth of answers from other friends.40 However, inculcating Islamic values in learning
mathematics is more difficult because mathematics only deals with numbers, axioms, definitions,
theorems, and formulas.41,42
Learning mathematics that is carried out in a fun way can improve student learning outcomes and
interest.43,44 Fun learning is an atmosphere in the teaching and learning process that is fun so that
students will focus their attention as a whole to improve student learning outcomes.45 Indicators of fun
learning include a calm learning environment, learning material relevant to child development, learning
emotionally so that students are more active and enthusiastic, involving all the five senses and the right
and left brain, and challenging students to express what is being learned.46,47

29
Fitrah and Kusnadi, “Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter
Peserta Didik.”
30
Safitri, Haryanto, and Rofiki, “Integrasi Matematika, Nilai-Nilai Keislaman, Dan Teknologi: Fenomena Di Madrasah
Tsanawiyah.”
31
Novianti Muspiroh, “Integrasi Nilai Islam Dalam Pembelajaran IPA (Perspektif Pendidikan Islam),” Jurnal Pendidikan
Islam 28, no. 3 (2013).
32
Nailil Hikmah and Arghob Khofya Haqiqi, “Pengembangan E-Modul Matematika Terintegrasi Nilai-Nilai Islam Berbasis
Pendekatan Saintifik Pada Materi Bentuk Aljabar,” Journal Focus Action of Research Mathematic (Factor M) 4, no. 1 (2021).
33
E. F. Fahyuni, A. Wasis, Bandono, and M. B. U. B. Arifin, “Integrating Islamic Values And Science For Millennial Students’
Learning On Using Seamless Mobile Media,” Jurnal Pendidikan IPA Indonesia 9, no. 2 (2020): 231–240.
34
Fahrurrozi, Hayati, and Rahmi, “Pengembangan Perangkat Pembelajaran Matematika Terintegrasi Nilai-Nilai Islam Pada
Materi Pokok Bilangan Bulat Dan Pecahan.”
35
Fitrah and Kusnadi, “Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter
Peserta Didik.”
36
Nasaruddin Nasaruddin, “Pembelajaran Matematika Berbasis Islam,” Al-Khwarizmi : Jurnal Pendidikan Matematika dan
Ilmu Pengetahuan Alam 2, no. 2 (2014).
37
Nihayati Nihayati and Suminto Suminto, “Integrasi Logika Matematika Dalam Ayat-Ayat Al-Qur’an Dengan Nilai-Nilai
Akhlak,” JURNAL e-DuMath 6, no. 1 (2020).
38
Fitrah and Kusnadi, “Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter
Peserta Didik.”
39
Nihayati and Suminto, “Integrasi Logika Matematika Dalam Ayat-Ayat Al-Qur’an Dengan Nilai-Nilai Akhlak.”
40
Fitrah and Kusnadi, “Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter
Peserta Didik.”
41
Ibid.
42
Pika Merliza, “Kemampuan Representasi Matematis Peserta Didik Pada Materi Relasi Dan Fungsi Di Kelas Viii B Smp
Darul Ulum Sekampung,” Math Educa Journal 4, no. 2 (2020).
43
Maswar, “Strategi Pembelajaran Matematika Menyenangkan Siswa (Mms) Berbasis Metode Permainan Mathemagic, Teka-
Teki Dan Cerita Matematis.”
44
Hurriyati, Dwi ; Rosada, Maula ; Marita L. T., Mulla ; Ramadhani, “Metode Joyfull Learning Dapat Meningkatkan Minat
Belajar Matematika Pada Anak Sekolah Dasar.”
45
Nurdiana et al., “Pengaplikasian ‘Joyful Learning’ Pada Pembelajaran Matematika.”
46
Ibid.
47
M. Ardiansyah, “Pemanfaatan Aplikasi KAHOOT! Sebagai Media Pembelajaran Matematika Kreatif,” JuMlahku 2, no. 1
(2020): 1–12.

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Based on the indicators described above, an indicator of enjoyable Islamic values-based Mathematics
learning is the application of an honest attitude, istiqomah attitude, and students' self-confidence. In
addition, in the learning process, the class must be calm and not stressed, students use their limbs to
the maximum, and students become more active in class.

METHOD
This study uses the SLR (Systematic Literature Review) method to identify, evaluate and interpret
research relevant to formulating the problem in a given study.48 This research stage adopts the PRISMA
(Preferred Reporting Items for Systematic Reviews and Meta-analyses) method. This research
procedure has four steps: identification, screening, eligibility, and inclusion.49 The literature in this
study comes from various journals, Google Scholar, Lens, SINTA, and DOAJ.
Browse Article
(Lens, Google Scholar, SINTA dan
Identification

DOAJ)
14-11-2022 n=6.882

Identify relevant titles, abstracts and

keywords
Screening

14-11-2022 n=1.198

Assess full text articles for eligibility Excluded full-text

17-11-2022 n=112 articles
28-11-2022 n=1.086

Decent article
Eligibility

21-11-2022 n=20

Analysis of selected full-text

articles
21-11-2022 n=20
Inclusion

Synthesize and conclude the

contents of the article
28-11-2022 n=6

At the identification stage, the researcher collected articles with the keywords integration of Mathematics
and Islam (816 articles), Islamic-based mathematics learning (392 pieces), and fun mathematics learning
(5,614 articles). Keyword-relevant articles published from 2020 to 2022 totaled 1,198 articles. What
identified one hundred twelve articles based on title, abstract, keywords, and topic relevance at the
screening and feasibility stage. In the next step, all articles that meet the requirements are analyzed to
conclude. The researcher chose 20 articles related to the keywords used. In the final stage, the researcher
categorized articles associated with integrating Mathematics and Islam, Islamic-based Mathematics
learning, and fun Mathematics learning.

RESULTS AND DISCUSSION

Learning Mathematics delivered by the teacher can shape students' Islamic character through Islamic

48
Evi Triandini et al., “Metode Systematic Literature Review Untuk Identifikasi Platform Dan Metode Pengembangan Sistem
Informasi Di Indonesia,” Indonesian Journal of Information Systems 1, no. 2 (2019).
49
David Moher et al., Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement, 2009.

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values inserted when giving material. The integration between mathematics and Islamic values is
expected to make students more religious through mathematics.50 This integration will balance the
intellectual and spiritual skills of students.51 Learning integrated with Islamic values will be more
meaningful for students if the learning atmosphere is fun.

Articles Indicator
Active
Utilizing
Self Relaxed Students
Siddiq Istiqomah Body
Confident Atmosphere During
Members
Learning
52 ✓ ✓ ✓
53 ✓ ✓ ✓ ✓
54 ✓ ✓ ✓ ✓
55 ✓ ✓ ✓
56 ✓ ✓ ✓
57 ✓ ✓ ✓
58 ✓ ✓
59 ✓ ✓ ✓
60 ✓ ✓ ✓
61 ✓ ✓ ✓
62 ✓ ✓ ✓
63 ✓ ✓ ✓ ✓
64 ✓ ✓

50
Nurjanah, “Integrasi Nilai-Nilai Islam Dalam Pembelajaran Matematika Di Madrasah Ibtidaiyyah.”
51
Fitrah and Kusnadi, “Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter
Peserta Didik”; Nurjanah, “Integrasi Nilai-Nilai Islam Dalam Pembelajaran Matematika Di Madrasah Ibtidaiyyah.”
52
Sidi, “Meningkatkan Hasil Belajar Matematika Kelas VII Pada Materi Aljabar Dengan Menggunakan Strategi Joyful
Learning.”
53
Maswar, “Strategi Pembelajaran Matematika Menyenangkan Siswa (Mms) Berbasis Metode Permainan Mathemagic, Teka-
Teki Dan Cerita Matematis.”
54
Fitrah and Kusnadi, “Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter
Peserta Didik.”
55
Wulandari et al., “Efektivitas Permainan Kartu Sebagai Media Pembelajaran Matematika.”
56
Fahrurrozi, Hayati, and Rohmi, “Pengembangan Perangkat Pembelajaran Matematika Terintegrasi Nilai-Nilai Islam Pada
Materi Pokok Bilangan Bulat Dan Pecahan.”
57
Mulyati and Evendi, “Pembelajaran Matematika Melalui Media Game Quizizz Untuk Meningkatkan Hasil Belajar
Matematika SMP.”
58
Nurjanah, “Integrasi Nilai-Nilai Islam Dalam Pembelajaran Matematika Di Madrasah Ibtidaiyyah.”
59
Yusrida Muflihah et al., “Implementasi Seriang Game Edukids Sebagai Media Pembelajaran Menyenangkan Di SDN
Wonocolo 2 Sidoarjo.”
60
Nurdiana et al., “Pengaplikasian ‘Joyful Learning’ Pada Pembelajaran Matematika.”
61
Agus Maqruf and Maria Ulpah, “Pengembangan Lembar Kerja Siswa (LKS) Berbasis Konteks Islam Untuk Meingkatkan
Pemahaman Matematika Siswa Pada Materi Matriks Kelas XI,” JPA 21 (2020): 92–112.
62
Hurriyati, Dwi ; Rosada, Maula ; Marita L. T., Mulla ; Ramadhani, “Metode Joyfull Learning Dapat Meningkatkan Minat
Belajar Matematika Pada Anak Sekolah Dasar.”
63
Krisnanti, Rizki, and Vahlia, “Pengembangan Modul Matematika Berbasis Discovery Learning Disertai Nilai-Nilai Islam
Materi Pertidaksamaan Rasional Dan Irasional.”
64
Priyani, “Pengembangan Modul Etnomatematika Berbasis Budaya Dayak Dalam Pembelajaran Matematika Dengan
Pendekatan Joyfull Learning.”

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65 ✓
66 ✓ ✓
67 ✓ ✓ ✓
68 ✓ ✓ ✓
69 ✓
70 ✓ ✓
71 ✓ ✓ ✓

Based on 20 kinds of articles that were used as literature, it found that 35% of Mathematics learning
taught honesty. The honest attitude in the seven journals is that students cannot blame a theorem or
definition that has been proven correct to reach the answer to the desired calculation.72 In Mathematics,
proof is needed when a theorem is said to be accurate, which is in line with the siddiq or real nature.73 In
addition to being honest, 15% of the articles show that Islamic-based Mathematics learning includes an
attitude of istiqomah. Mathematics is based on consistency and systematics in solving every problem.
The concept of conjunctions in mathematical logic also aligns with the istiqomah principle stated in Surah
Al Bayyinah verse 5, so we are always istiqomah in carrying out God's commands.74 Then, 15% of the
articles show that Islamic-based Mathematics learning contains self-confidence. Confidence will
encourage students to believe in the truth of their answers, so they will not see other friends' responses
when working on questions. 75
Among the 20 types of journals, only 30% of Islamic-based Mathematics learning is enjoyable, while
70% of applied Mathematics learning needs to meet the indicators of enjoyable learning.

CONCLUSION
Based on an article search conducted by researchers, during the last three years, from 2020 to 2022, 20
journals discussed learning Mathematics based on Islamic values. Among the 20 journals that have read
the complete text, it shows that 35% of Mathematics learning teaches honesty, 15% istiqomah, and 15%
self-confidence. Then overall, out of 20 journals, only 30% implement fun Islamic values-based
Mathematics learning. At the same time, the other 70% still need to implement fun Islamic values-based
Mathematics learning.
Based on 6 out of 20 journals that discuss Islamic values-based mathematics learning, educators use
learning tools such as syllabi, lesson plans, worksheets, modules and e-modules, and MathMagic cards.
In addition to using learning tools, educators must create calm and relaxed classroom conditions; students
have an active role and maximize the function of all their five senses during teaching and learning
activities.

65
Ariningsih and Amalia, “Membangun Karakter Siswa Melalui Pembelajaran Matematika Yang Berintegrasi Keislaman.”
66
Safitri, Haryanto, and Rofiki, “Integrasi Matematika, Nilai-Nilai Keislaman, Dan Teknologi: Fenomena Di Madrasah
Tsanawiyah.”
67
Jannah and Towafi, “Realistic Mathematic Education Pada Barisan Dan Deret Aritmetika Berbasis Kehidupan Islami
Pondok Pesantren.”
68
Hikmah and Haqiqi, “Pengembangan E-Modul Matematika Terintegrasi Nilai-Nilai Islam Berbasis Pendekatan Saintifik
Pada Materi Bentuk Aljabar.”
69
Nasaruddin, “Pembelajaran Matematika Berbasis Islam.”
70
Nihayati and Suminto, “Integrasi Logika Matematika Dalam Ayat-Ayat Al-Qur’an Dengan Nilai-Nilai Akhlak.”
71
Ardiansyah, “Pemanfaatan Aplikasi KAHOOT! Sebagai Media Pembelajaran Matematika Kreatif.”
72
Fitrah and Kusnadi, “Integrasi Nilai-Nilai Islam Dalam Membelajarkan Matematika Sebagai Bentuk Penguatan Karakter
Peserta Didik.”
73
Ariningsih and Amalia, “Membangun Karakter Siswa Melalui Pembelajaran Matematika Yang Berintegrasi Keislaman.”
74
Nihayati and Suminto, “Integrasi Logika Matematika Dalam Ayat-Ayat Al-Qur’an Dengan Nilai-Nilai Akhlak.”
75
Nurjanah, “Integrasi Nilai-Nilai Islam Dalam Pembelajaran Matematika Di Madrasah Ibtidaiyyah.”

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