Phenomenology: Integration of Islamic Values in Mathematics Learning at a Pesantren-Based Senior High School in Yogyakarta

Abstract

The integration of mathematics learning and Islamic values is very important to be implemented. Mathematics learning that is integrated with Islamic values can shape students to have insights and morals that are in line with Islamic values. This research aims to find out the integration of Islamic values in learning mathematics in pesantren-based high schools. The method used in this research is a qualitative method with a phenomenological approach. The research subjects were taken with purposive sampling technique, namely four mathematics teachers in two pesantren-based high schools in Yogyakarta. The analysis technique used was data reduction, data presentation, and conclusion drawing. Data collection techniques were carried out by structured interviews. The data collection instrument was an interview guideline that had been validated by 2 experts. Based on the interviews, information was obtained that teachers have integrated Islamic values in mathematics learning, but only limited to certain materials because mathematics is considered abstract so it is difficult to connect with Islamic values. The research findings related to the application of Islamic value integration in mathematics learning in pesantren-based schools are: (1) integrating Islamic values in mathematics learning is considered important; (2) teachers experience various obstacles in the planning process of integrating Islamic values in mathematics learning so that teachers are less capable in the implementation process; (3) despite experiencing various obstacles, teachers try to apply Islamic values in mathematics learning in some materials, for example in probability and derivative materials; (4) guidance is needed for teachers to be able to integrate Islamic values in mathematics learning.