Teaching Islamic values through problem solving in mathematics: a case study
This paper presents the findings of a study which was performed to develop students’ Islamic values through a series of problem solving activities, incorporated in the teaching of mathematics. Students were presented with mathematical problems that allow discussions on some moral predicaments, p...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English English English |
| Published: |
International Islamic University Malaysia
2018
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/70672/ http://irep.iium.edu.my/70672/ http://irep.iium.edu.my/70672/14/70672%20Teaching%20Islamic%20values%20through%20problem%20solving.pdf http://irep.iium.edu.my/70672/2/70672_Teaching%20Islamic%20values%20through%20problem%20solving_scopus.pdf http://irep.iium.edu.my/70672/13/70672%20Teaching%20Islamic%20values%20through%20problem%20solving%20WOS.pdf |
| Summary: | This paper presents the findings of a study which was performed to
develop students’ Islamic values through a series of problem solving
activities, incorporated in the teaching of mathematics. Students were
presented with mathematical problems that allow discussions on
some moral predicaments, posed into a problem of the day lesson.
This pre-experimental design study involved a combined Year 4 class
of 35 students from one international school as research
participants. Two teachers participated directly in the study, while
some others acted as observers. Both qualitative and quantitative
data in the form of observation field notes, interview data (from both
students and teachers), tests, questionnaires and observation
checklists results were collected. The data were used to answer the
research questions on changes in students’ performance and attitude,
both in the mathematics topics taught and also on their moral
reasoning. The results show increased but non-significant scores in
mathematics. There are also improvements in moral reasoning based
on students’ written answers of some moral questions, which is also
supported by the interview data. The observation data display a
gradual improvement of students’ in-class behavior in terms of their
attitudes towards each other and towards the tasks and activities
given. This study implies the possibility for students to learn about
morality and values in a mathematics class through careful planning
of tasks and activities. It highlights the belief that values can be learned across the curriculum, which is one of the important factors
in building a nation of caring and civil society. |
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