Development of an Introduction to Basic Mathematics Textbook Integrated with Islamic Values

Mathematics can be used as an approach to explaining several Islamic by interconnecting using conceptual and meta-mathematical foundations, thus producing integrated mathematics teaching materials. This study aims to describe the development of an integrated Introduction to Basic Mathematics textbook with Islamic values and then see student responses to the textbook. The type of research used is Research and Development (R&D) which refers to modified 4-D models. The instruments used are product validation sheets and response questionnaires. The data obtained were analyzed quantitatively and qualitatively. The results showed that the textbook Introduction to Basic Mathematics integrated with Islamic values was valid by the validators and very suitable for use by students with interesting categories. This finding can be the basis for the development of teaching materials by integrating Islamic values in Islamic universities.


Introduction
Mathematics is one of the most important, especially for students who majored in mathematics at the university. However, some cases show that students are still confused about mastering mathematical concepts. Students find it difficult to express ideas and find patterns in complex analysis cases 1 . Students also tend to be confused about using postulates or theorems relevant to the case 2 . Mathematics is also still considered a science that is difficult to learn, boring, and uninteresting, resulting in low mathematics learning performance 3 . Even mathematics has always been one of the sciences to avoid 4 .
Learning activities are educational interactions carried out by educators and learners in a situation 5 . Learning activities in the classroom must be wellplanned and designed. The use of methods that are suitable for a student, can help the learning process run well 6 . To achieve this goal, the use of teaching materials as a means of delivering interesting information can make it easier for educators to deliver the material. So, the role of education is important in fulfilling the responsibility of the national education system that is integrated with character values 7 .
In designing teaching materials, it is necessary to present a variety of examples, pay more attention to communication between students during the learning process, and present material that is connected to various concrete objects. So, the teaching materials developed can be easily understood by students 8 . Textbooks are collections of subject matter that are arranged systematically to become reference materials or learning media to motivate students and minimize learning difficulties experienced 9 . By using textbooks in learning, educators act more as facilitators in delivering material 10 .
The scientific paradigm vision and mission developed by UIN Datokarama Palu carries and promotes moderate Islam based on the epistemology of scientific integration, spirituality, and local wisdom. The current teaching materials are not enough to apply the integration of Islamic values, especially in mathematics learning. The learning process carried out by integrating Islamic values is a new improvement and innovation in learning because it is considered interesting and has a positive impact on shaping the character of the nation 11 . The integrated mathematics learning of Islamic values in question is not to produce Islamic mathematics or the process of Islamization of mathematics, but as an effort to combine Islamic values and mathematics without having to eliminate the uniqueness between the two sciences, as well as bring together the way of view, way of thinking, acting between the West and Islam, so that religious people are more religious through mathematics 12 . Mathematics trains logical thinking using reason, as well as consisting of various symbols so that they have abstract and unreal properties. This underlying mathematics can be used as a science-based approach to exposing some explanations in Islamic teachings 13 .
The integration of Islamic and mathematical values can be carried out through interconnection using conceptual and mathematical foundations in the form of creativity that focuses on ontological, epistemological, and axiological perspectives to produce new integrated mathematics teaching materials 14 . The strategy of integrating religious values in learning Basic  Maret-2023, Vol.11, No.1, hal.83-102 Mathematics is implemented through modeling techniques, analogies, and philosophical foundations. Introduction to Basic Mathematics is a compulsory subject in the curriculum structure of Tadris Mathematics FTIK UIN Datokarama Palu. This theoretical course contains the concepts of logic, set, relations, and functions. Integrated mathematics learning with Islamic values is considered to be evidence that mathematics can help in understanding and mastering religious problems, as well as playing a role in instilling student moral values so that the goals of national education can be achieved 15 . Another application is through giving sample questions, every material presented will be inserted verses of the Qur'an relating to logic, sets, relations, and functions so that students not only get mathematical knowledge but are also able to relate it to religious values 16 . This integrated teaching can improve the intellectual and spiritual intelligence of students and can introduce the relationship of mathematics with Islamic values to students. 17 It can provide hints, guidelines, and drivers to solve various life problems, to form patterns of motivation, life goals, and good behavior. 18 In the teachings of Islam, there are several concepts such as rakaat prayer, zakat calculation, trade, arithmetic, algebraic concepts through the law of inheritance (faraidl), and trigonometry in determining the direction of Qibla. Vice versa, in mathematics there are Islamic values such as the concept of mathematical logic contained in Surah Al Ashr 19 . The application of the affective domain of mathematics demands the internalization of faith and goodness values through the strategy of internalizing Islamic values 20 . Previous research stated that the integrated mathematics learning tools of the Qur'an on the subject matter of integers and fractions were considered 15  effective, practical, and valid to maximize student learning outcomes with a classical learning completeness score of 77.14% 21 . The spiritual aspect presented in the textbook will not have an impact on reducing the quality of the scientific level of the lesson. These additions can help restore students' understanding, for example, of phenomena that are destiny that has been ordained by God. Integrated teaching of spiritual values can increase spiritual attitudes measured using student self-assessment questionnaires with an N-Gain score of 26.78% while correlating with sufficient classification between spiritual attitudes and learning outcomes 22 . Syahratulnisa Syamsuar has developed printed teaching materials in the form of mathematics modules that are integrated with Islamic values with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model on one-variable linear equation material to produce very valid teaching materials with a score of 3.8, practical, and effective, which are measured based on religiosity tests and test results learning by 88.23% 23 . Meanwhile, Wida Rachmiati and Mansur Mansur have used teaching materials in the form of videos and found that the increase in students' mathematical understanding is still in the medium category, meaning that there has not been too significant improvement 24 . From these two studies, it can be seen that printed teaching materials in the form of books and modules are still considered potentially better and more systematic than learning videos because they are arranged in an integrated, systematic, and detailed manner to facilitate students to learn 25 .
Inna Saftina Maret-2023, Vol.11, No.1, hal.83-102 science material tools 26 . Education can ideologically apply the concepts of 'good' and 'values' that exist in moderate Islam into educational goals to produce moderate Islamic Education which has ten basic value indicators according to 27 .
The concept of integration in the Introduction to Basic Mathematics course is the first step for researchers in introducing moderate Islam through a mathematical thinking approach that highlights good and bad considerations for taking problem-solving steps. This can be seen in the establishment of the chosen strategy and the goals to be achieved. To realize the Introduction to Basic Mathematics textbook that contributes to students and the Study Program, the textbooks developed must be validated by experts in their fields. This research does not only contain set material as has been done by Zulfitra Aima and Rahima 28 but all subjects in the Basic Introduction to Mathematics course, namely logic, sets, relationships, and functions.
Based on this, textbooks developed by integrating Islamic values are considered very important and needed in the Introduction to Basic Mathematics course so that learning is more meaningful, especially in the aspect of student achievement about the ability to interpret the concepts learned with other concepts. This is supported by the results of initial observations about the importance of integrated mathematical abilities of Islamic values in instilling the character values of students as the basis for achieving national education goals and the vision and mission of Tadris Mathematics FTIK UIN Datokarama Palu.

Method
This development research uses a 4-D model from Thiagarajan with 4 stages, namely: define, design, develop, and disseminate. However, due to the limited scope of product distribution, 29 this research stage only reaches the development stage. The book developed is only used for students within the scope of Tadris Nursupiamin, dkk/Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, Maret-2023, Vol.11, No.1, hal.83-102 In development research, test subjects are parties who are part of product trials, playing a role in assessing the feasibility of the product. This is called a small group trial 30 . The test subjects in this study include researchers as perpetrator subjects, Islamic Mathematics experts as expert validator test subjects, and student grade 2021 of Tadris Mathematics FTIK UIN Datokarama Palu who program the Introduction to Basic Mathematics course as product test subjects.
The instruments used in collecting data consist of expert validation instruments that function as a measure of product validity or feasibility, as well as a student response system that functions as a tool to measure student responses to the Introduction to Basic Mathematics textbook integrated with Islamic values which include display design, language, evaluation, and presentation. The questionnaire grid of learner responses is presented in Table 1.  9,10,11,12,13,14,15,16 The data analysis techniques used are qualitative and quantitative analysis. In qualitative analysis, suggestions, inputs, criticisms, comments, and written answers from the validator team and students are described. Quantitative analysis is obtained from the assessment of student response questionnaires which descriptively use a percentage formula with a range of 0-100% as follows: 31 = 100% Description: P: The percentage : The frequency of percentage is searched : Number of samples The percentage amount obtained is then adjusted according to the validation criteria interval as shown in Table 2.  Quite valid (can be used with minor revisions) 50,01% -70,00% Less valid (unusable) 01,00% -50,00% Invalid (forbidden to use) Student responses to textbooks use questionnaires with a rating scale of 4 answer choices that match the criteria. The scoring of each answer choice is interpreted using Table 3.

Results and Discussion
The product produced in this study is a textbook Introduction to Basic Mathematics integrated with Islamic values. The textbook was developed using Thiagarajan's 4-D (Four-D) development model. However, due to limitations, this research was only carried out until the development stage.

a. The Define
The analysis and collection of information about the required textbooks are carried out in this stage. The steps are performed as follows:

1) Curriculum Analysis
The developed textbooks are adjusted to the competencies in the applicable curriculum. The adjustments made are in the form of the suitability of textbooks developed for the learning outcomes of Study Program Graduates (CPL-Prodi) charged to the Basic Introduction to Mathematics, Course Learning Outcomes (CPMK), and sub-CPMK.

CPL-Study Program is a formulation of goals to be achieved and must be owned by all graduates which include Attitude (S), Knowledge (P), General Skills (KU), and Specific Skills (KK). Especially for Study Programs in the Islamic Higher Education environment, CPL-Study Program refers to the Graduate Competency Standards (SKL) and Graduate Learning Outcomes (CPL) of the Undergraduate Study Program in 2018.
CPMK Introduction to Basic Mathematics includes: (S9) Show an attitude of responsibility for work in their field of expertise independently; (KU5) Able to make decisions appropriately, in the context of solving problems in their field of expertise based on the results of information and data analysis; (KK4) Able to facilitate the development of scientific potential in the field of mathematics to actualize mathematical abilities and skills in real life in schools/madrasah and the community; (P4) Mastering knowledge and steps in developing critical, logical, creative, innovative and systematic thinking and having the intellectual curiosity to solve problems at individual and group levels in academic and non-academic communities; and (P21) Mastering concepts, scientific methods, material substance, structure, and mathematical scientific mindset.
Based on the CPMK, it is reduced to eleven sub-CPMK, namely, students can explain concepts about mathematical logic, sets, relations, and functions (C2), and students can use concepts about mathematical logic, sets, relationships, and fun, functions problem-solving (C4). The curriculum applied in the Introduction to Basic Mathematics lecture is the curriculum of the Indonesian National Qualifications Framework (KKNI) which at the time of the research was the 2020 curriculum. Previous studies considered that the use KKNI-based curriculum was the right step in the process of improving the quality of students because it taught knowledge as well as how the person behaved and was responsible 34 . The Introduction to Basic Mathematics material was previously used as the basic material developed for the creation of integrative textbooks. So that at the design stage of textbook product design, the structure or components of integrative textbooks are adjusted to the curriculum used and guided by the Semester Lecture Plan (RPS).

2) Formulate learning objectives
At this stage, the expected learning objectives and competencies are formulated, namely referring to the model of integration of mathematics with the Qur'an, as has been developed by Abdusssakir, namely the model of   Nursupiamin, dkk/Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, Maret-2023, Vol.11, No.1, hal.83-102 mathematics from the Qur'an (developing mathematics from the Qur'an). 35 Learning activities begin by studying Qur'anic verses related to the topic to be discussed Interviews with course lecturers and students about problems faced in the learning process in the classroom become important information in formulating learning objectives. Based on the results of the interview, the teaching materials used in lectures are still conventional. There is also no teaching that applies the integration of Islamic values to the Basic Introduction to Mathematics course. For students, the Introduction to Basic Mathematics course is a basic course that must be mastered. Although the scope of material in this course is a repetition of material at the high school level, interpreting the relationship between mathematics and religion is a new thing that students want to learn in detail.
The learning objectives produced at this stage are that students can balance the intellectual and spiritual sides and become a driver of student enthusiasm in developing science and technology according to the demands of the times. From here, this textbook Introduction to Basic Integrative Mathematics is expected to be one of the alternatives to instill Islamic values in the daily activities of students.

3) Analysis of student characteristics
Student characteristics are focused on aspects of academic ability. Based on preliminary data obtained at the beginning of the Introduction to Basic Mathematics lectures, students' initial abilities are still low in the aspect of problem-solving, but most semester students understand enough concepts in the Introduction to Basic Mathematics material.

4) Material analysis
Material analysis is carried out by identifying and compiling the material studied by RPS, namely logic, sets, relationships, and functions. In the preparation of the material, information is obtained from various supporting book sources that support the achievement of CPMK, namely that students can explain concepts about mathematical logic, sets, relations, and functions (C2), and students can use concepts about mathematical logic, sets, relationships and functions in problem-solving (C4) 36 .

b. Design
An initial draft of the textbook Introduction to Basic Mathematics integrated with Islamic values produce in this stage. This initial design presented the material in the form of explanations of mathematical concepts using the verse approach in the Qur'an. This is to understand mathematical concepts from an Islamic view. From here, it is expected to have an impact on the way students think in meaningful learning. Take a look at Figure 1.

Figure 1. The Islamic Values in Drafts
In addition to drafting textbooks, researchers also create textbook assessment tools that aim to test the validity of textbooks made. Form a textbook assessment tool through an expert validation sheet consisting of 2 validators, namely expert validators Bahasa and Islamic Mathematicians. An example of an initial draft of a textbook can be seen in Figure 2. 94 Nursupiamin, dkk/Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, Maret-2023, Vol.11, No.1, hal.83-102

c. Develop
The final product of the textbook is the result here. As in Thiagarajan's model, at this stage, there are 2 activities are carried out as follows.

1) Expert appraisal
In this activity, the results of the initial draft of the textbook were validated by 2 validators who work as lecturers in the field of Language and the field of Islamic Mathematics. Researchers consider it enough with only 2 validators with the consideration that the field of study owned is in bye field of study expected in this study. Suggestions and corrections from validators are then used as the basis for improvements to compile the second draft of the textbook.
On May 25, 2022, a Focus Group Discussion (FGD) was held with the validator team. Some notes from the validator team are outlined as follows: a) The first validator's review (Islamic Mathematics expert) (1) The presentation of material can be made more systematic according to the complexity of the concepts that need to be understood.
(2) The introduction of concepts can be made more complete so that this book presents something that is not yet present in other similar books. (3) The use of examples and practice questions to introduce concepts can be further improved. (4) The integration aspect needs to consider the conformity with the concept being introduced. (5) The integration aspect can be extended to other Qur'anic surahs, so it is not limited to suras al-Fatihah. (6) Reduce the dominance of writing on each sheet. The use of illustrations and drawings can be improved. (7) The linguistic aspect can still be improved so that it becomes even better. (8) Consistency in the writing of parts needs to be improved.
(9) The selection of layout, layout, and type of writing as well as variations in size can be developed to make the display more attractive. (10) The writing of mathematical symbols needs to be uniform, that is, in italics. Maret-2023, Vol.11, No.1, hal.83-102 b) The second validator's review (Language expert) (1) An illustration image needs to be added.
(2) Language usage needs to be noted.
(3) Consistency in symbol. The draft textbook is then revised according to validators' suggestions and corrections. Furthermore, product feasibility tests are carried out from the aspects of content, language, presentation, and graphics. The results of due diligence by both validators are shown in Table 4. Based on Table 4, the textbook Introduction to Basic Mathematics integrated with Islamic values is very suitable for use by students with a percentage of 88.33%. The feasibility aspect of the content shows the highest feasibility value, then the presentation aspect, language feasibility, and finally the graphic aspect.

2) Developmental Testing
The activity of testing textbooks was carried out on students in semester 2 of the Mathematics Tadris Study Program for the academic year 202 1/2022. This trial is to obtain data on student responses, reactions, or comments to textbooks. The implementation of the test can be seen in Figure 3. The results of the student response questionnaire are shown in Table 5.  Table 5 shows student responses to the textbook Introduction to Basic Mathematics which is integrated with Islamic values including interesting categories. An overview of student responses to the 16 statements can be seen in Figure 4. Textbooks are printed learning media that can be used to facilitate educators and students in improving competence. The use of integrative textbooks encourages students to gain their own experience and knowledge to exercise their intellectual abilities. Integrated learning plays a role in helping to create cognitive structures that can connect science and learning experiences so that understanding is more organized and deep while making it easier to understand the relationship of material from one context to another. Topics and studies studied from certain branches of science will be analyzed in depth as well as expanded the value of their relationship with various other branches of science by upholding the principles of Islamic values. Learning carried out based on learning experiences that are 41 contextual and refer to the phenomenon faced is considered to be more effective. The findings in this study are in line with the results obtained by Ekawati 42 et al (2019), 43 Fahrurrozi (2020), and 44 Harahap and Darmana (2020) that learning using integrated textbooks of Islamic values can 45 motivate and instill Islamic values indirectly in students. This is due to the development of learning tools that not only focus on academics but are also able to instill Islamic values in students. Therefore, development and Rata-rata 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16