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All Journal Assyfa Journal of Islamic Studies
Miftahul Fikri
UIN Sunan Gunung Djati Bandung, Indonesia
Religion Education Social Sciences Other

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Student learning outcomes will "improve" when using counting box media. How significant is the impact of this media? Rani Darmayanti; Miftahul Fikri; Md Anisur Rahman
Assyfa Journal of Islamic Studies Vol. 1 No. 1 (2023): Assyfa Journal of Islamic Studies
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v1i1.223

Abstract

The challenges of 21st-century education require students to be proficient in learning, digitally literate and have a strong character. As the learning process is still teacher-centered, with the lecture method predominating, students require additional motivation. When delivering educational content, students must demonstrate zeal and pose more questions. Counting box media is anticipated to be a substitute for instilling character through problems that students must be able to solve when learning mathematics counting. The author attempted to implement counting box media to enhance the mathematics learning outcomes of MI students because it aids and facilitates counting. The counting box learning media is a box made of thick cardboard with essential tools and materials added to it. This study utilized the experimental design method with a Pretest-Posttest Control design and Cluster Random Sampling technique. The data collection method utilized in this study is learning outcomes exams. For processing data with SPSS 16. Tests hypotheses using the Paired Samples Test. This investigation yielded exciting findings. In addition to influencing student learning outcomes, counting box media can also help instill character in madrasa students. The characteristics and characteristics of these characters will be discussed in this article.
How applicable are the KuMo and FiC as teaching tools for mathematics content? Miftahul Fikri; Rani Darmayanti; Nazar Hussain
Assyfa Journal of Islamic Studies Vol. 1 No. 2 (2023): Assyfa Journal of Islamic Studies
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v1i2.224

Abstract

The module operation still seems essential, and not all students are motivated to learn it. In this case, the teaching materials and the learning model are the benchmark for student success in learning. The Plomp development model is used to build mathematics modules. This module is inspired by teaching materials that can be more diverse and interesting. The aim of developing a mathematics module based on comparative fiqh comic material using the Kumon model is to determine the development process and effectiveness of use based on feasibility test requirements, as well as student responses to the development of a mathematics comic module for comparative learning for junior high school students at YALC Pasuruan. The research results on the development of the mathematics comic module show that the module development process consisting of a preliminary research stage, a prototyping search stage, and an evaluation stage of its application to learning comparative material is feasible and valid for use—student responses showing excellence. However, the Kumon module media based on fiqh comics has yet to maximize students’ understanding of concepts as measured by their mathematical abilities.
Co-Authors Md Anisur Rahman Nazar Hussain Rani Darmayanti