A study in Indonesia reveals that interactive worksheets using the Qurban context significantly improved seventh graders’ mathematical communication skills and knowledge of Islamic values.
Imagine learning fractions not through abstract numbers on a page, but through the real-world distribution of sacrificial meat during Eid al-Adha. This is exactly what researchers in Banda Aceh, Indonesia, have done—and the results are remarkable.
A study published in Frontiers in Education has found that interactive worksheets contextualized with the Islamic ritual of Qurban significantly improved seventh-grade students’ mathematical communication skills and their knowledge of Islamic values. The study, conducted across both Islamic and regular schools in Banda Aceh, involved 98 students and compared those who used interactive worksheets with those who used conventional methods.
The findings are clear: students who learned fractions through interactive worksheets with Qurban context showed significantly greater improvement in mathematical communication skills than those who did not. In regular schools, these worksheets also significantly improved students’ knowledge of Islamic values.
The Problem: Fractions Are Hard
Fractions are a fundamental concept in mathematics, forming the foundation for decimals, percentages, ratios, and algebra. Yet students around the world struggle with them. Research has shown that many seventh-grade students cannot interpret “2 divided by 1/2” correctly. Others mistakenly believe that 1/4 is greater than 1/3, or that 1/2 + 1/3 = 2/5.
The study notes that “students often encounter substantial challenges in understanding fractions.” Guiler (1945) found that 42.5% of students demonstrated weaknesses in performing addition operations with fractions. The proportion of students struggling with subtraction, multiplication, and division was nearly twice as high.
At the same time, mathematics learning today is increasingly framed within the paradigm of STEM Education. But there is another challenge: fostering students’ knowledge of Islamic values. The study notes that “students often have a limited understanding of Islamic teachings, and there is generally a lack of interest in Islamic education in schools.”
The decline in moral and religious values underscores the need for educational reform. The researchers saw an opportunity: what if mathematics could be taught in a way that simultaneously builds mathematical skills and Islamic values?
The Solution: Interactive Worksheets with Qurban Context
The researchers developed interactive worksheets using the Realistic Mathematics Education (RME) approach, contextualized with the theme of Qurban (the Islamic ritual of animal sacrifice during Eid al-Adha). The worksheets were uploaded to the Getmath platform and included GeoGebra applets, instructional videos, and interactive quizzes.
Why Qurban? The ritual involves distributing meat to the poor in specific portions—a perfect real-world context for teaching fractions. As the study explains, “Fraction-related problems are commonly encountered daily, including within the context of Qurban, an integral part of Muslim worship.”
The learning activities were structured into three sessions (each 3 × 40 minutes), covering addition, subtraction, multiplication, and division of fractions. Each session used the “Iceberg” model of RME:
- Situation stage: Students were presented with a contextual problem. For example: “Mrs. Sarah receives meat divided into four equal parts. ¼ will be cooked into semur, and another ¼ will be made into jerky. What is the total amount of meat to be cooked?”
- Model of stage:Â Students sketched visual representations of the problem.
- Model for stage:Â Students solved similar problems using fraction strips and number lines, with GeoGebra support.
- Formal Knowledge stage:Â Students inductively formulated general rules for fraction operations.
Learning Session Structure for Fraction Operations
| Session | Topic | Key Activities | Technology Used |
|---|---|---|---|
| 1 | Addition & Subtraction of Fractions | Qurban meat distribution problem; visual sketches; fraction strips; number lines | GeoGebra applets |
| 2 | Multiplication of Fractions | Distributing 1½ kg of meat to eight people; cake sharing problem | Interactive worksheet videos |
| 3 | Division of Fractions | Calculating how long 13 kg of grass will last for a goat consuming 1â…“ kg/day | GeoGebra visualizations |
The Results: Significant Improvements
The study used a pretest-posttest control group design. Students’ mathematical communication skills were assessed using a test measuring three indicators: (1) explaining mathematical ideas in writing using real objects, images, or algebraic expressions; (2) interpreting and evaluating mathematical ideas; and (3) expressing everyday events in mathematical language or symbols.
Finding 1: Mathematical Communication Improved Significantly
In the Islamic school, students who used interactive worksheets (experimental group) had an N-gain score of 0.68 (moderate improvement), compared to 0.44 in the control group. The difference was statistically significant (p = 0.003).
In the regular school, the experimental group scored 0.60 versus 0.32 in the control group. The difference was also significant (p = 0.000).
N-Gain Scores for Mathematical Communication and Islamic Values
| School | Group | Mathematical Communication N-Gain | Islamic Values N-Gain |
|---|---|---|---|
| Islamic School | Experimental (Interactive) | 0.68 | 0.62 |
| Islamic School | Control (Conventional) | 0.44 | 0.52 |
| Regular School | Experimental (Interactive) | 0.60 | 0.52 |
| Regular School | Control (Conventional) | 0.32 | 0.37 |
| Significant Difference? | Islamic School Math: Yes (p=0.003) | Regular School Math: Yes (p=0.000) | |
| Islamic School Islamic Values: No (p=0.166) | Regular School Islamic Values: Yes (p=0.011) |
Finding 2: Islamic Values Knowledge Improved Differently Across School Types
In the Islamic school, both experimental and control groups showed moderate improvement in knowledge of Islamic values (N-gain 0.62 vs. 0.52). The difference was not statistically significant (p = 0.166). The researchers explain that Islamic school students are “accustomed to learning about Islamic values from various sources through the Integrated Islamic School Network (JSIT) curriculum, which mandates the inclusion of Islamic values across all subjects.”
In the regular school, however, the experimental group showed significantly greater improvement (N-gain 0.52 vs. 0.37, p = 0.011). This suggests that for students in regular schools—where Islamic values are not as consistently integrated—the interactive worksheets provided a valuable supplement.
Finding 3: School Type Didn’t Matter, But Worksheets Did
The researchers used MANOVA to test whether school type (Islamic vs. regular) and the use of interactive worksheets affected the outcomes. School type had no significant effect (Wilks’ Lambda = 0.956, p = 0.122). However, the use of interactive worksheets had a significant effect (Wilks’ Lambda = 0.819, p = 0.000, η² = 0.181—a large effect size).
This means that the quality of instructional tools is more decisive than the type of school. Whether a school is Islamic or regular, using interactive worksheets can improve both mathematical communication and knowledge of Islamic values.
Why It Works: The Role of Context and Technology
The study’s success can be attributed to several factors:
1. Realistic Context: The Qurban context made fractions meaningful. Students were not just calculating abstract numbers; they were solving problems about distributing meat to the poor. The worksheet included Qur’anic verses such as: “Then eat from them and feed the miserable and poor” (Qur’an, Al-Hajj: 28). This verse emphasizes empathy, solidarity, and justice in distribution.
2. Visual and Interactive Tools: GeoGebra applets allowed students to manipulate fraction strips and number lines, building concrete understanding before moving to abstraction. The “Iceberg” model ensured that students progressed from real situations to formal mathematical rules.
3. Technology Engagement: The study notes that “technology-based learning methods have been shown to exert a stronger influence on student engagement compared to conventional methods.” Students using computers were more enthusiastic, and teachers using interactive media demonstrated greater enthusiasm, which in turn affected student motivation.
4. Multiple Representations: Students explained ideas in writing, created visual representations, discussed in groups, and manipulated digital tools. This multi-modal approach reinforced understanding.
What This Means for Education
This study has important implications for mathematics education, particularly in Muslim-majority contexts:
For Teachers: Integrating Islamic values into mathematics is not only possible but beneficial. The Qurban context made fractions more meaningful and memorable. Teachers can identify other Islamic practices (zakat, inheritance distribution, prayer times) that involve mathematical concepts.
For Curriculum Developers: Interactive worksheets that combine context, technology, and multiple representations are more effective than conventional worksheets. The Getmath platform provides a model for developing such resources.
For Policymakers: The study shows that school type (Islamic vs. regular) is less important than the quality of instructional tools. Investing in interactive, context-based learning resources can benefit all students, regardless of school background.
For Researchers: The study demonstrates the value of mixed-methods approaches and the need for reliable instruments. The authors note that the reliability of their mathematical communication test was low (α = 0.488), suggesting room for improvement in future research.
A Final Word of Hope
This study is a testament to the power of culturally responsive teaching. By connecting fractions to the meaningful practice of Qurban, researchers transformed an abstract, difficult topic into a concrete, relevant, and even spiritual experience.
The Prophet Muhammad (peace be upon him) said: “Seeking knowledge is an obligation upon every Muslim” (Ibn Majah). This study shows that seeking knowledge—even mathematical knowledge—can be integrated with Islamic values, making learning more meaningful and effective.
The study’s authors conclude that “the use of interactive worksheets can enhance students’ mathematical communication skills and their understanding of Islamic values.” This is not just a pedagogical finding. It is a reminder that faith and reason, religion and science, can work together for the benefit of students.
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