Pengaruh Pembelajaran Inquiry Berbasis Kontekstual Islami terhadap Kemampuan Pemecahan Masalah Matematis Siswa MTs Mu’allimin NW Pancor

Abstract

This study aims to analyze the effect of Islamic contextual inquiry-based learning on the mathematical problem-solving abilities of students at MTs Mu’allimin NW Pancor. The research was motivated by students’ low ability to understand, plan, and solve mathematical problems related to real-life contexts. In addition, mathematics learning processes are still dominated by conventional approaches that inadequately integrate Islamic values and students’ critical thinking activities. This study employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group design. The research subjects consisted of eighth-grade students divided into experimental and control classes. Data were collected through mathematical problem-solving tests, observations, and documentation. Data analysis was conducted using normality tests, homogeneity tests, and independent sample t-tests. The findings indicate that Islamic contextual inquiry-based learning significantly improves students’ mathematical problem-solving abilities. Students in the experimental class demonstrated better skills in understanding problems, developing solution strategies, and evaluating answers compared to those in the control class. This study contributes to the development of an integrative mathematics learning model that connects inquiry approaches, Islamic contextual values, and the enhancement of mathematical thinking skills among madrasah students.