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INCULCATING ISLAMIC VALUES IN TEACHING MATHEMATICS FROM TEACHERS AND PUPILS’

PERSPECTIVES: A CASE STUDY

BY

YASMEEN JAMIL HALABI

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education

(Curriculum and Instruction)

Kulliyyah of Education

International Islamic University Malaysia

DECEMBER 2015

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ABSTRACT

This study explored Islamic values inculcation in the context of school Mathematics teaching and learning process from the perspective of two teachers and four students of the International Islamic Primary School Malaysia. The study employed a Qualitative case study research methodology. Data was elicited by oral interviews and data analysis was performed by breaking the interview data into significant statements and themes. This was achieved by comparing and determining the commonalities that are prevalent in both teachers and students views regarding the role Islamic values can play in students’ lives when it is infused into Mathematics teaching and learning process. Findings unveiled that the teachers and students of International Islamic Primary School Malaysia unanimously agreed that inculcation of values while teaching Mathematics can help nurture students behaviour and make it congruent with Quranic injunctions thereby helping in developing the students faith. In this respect, the teachers and students particularly opined that teachers can also act as role models for the students to emulate their actions. They all concurred that the school’s Mathematics curriculum should be tailored towards instilling Islamic values such as trustworthiness, honesty and respect for elders. Finally, the teachers and students of International Islamic Primary School Malaysia share the opinion that to make Mathematics class more interesting to students via values inculcation, it is imperative for the teachers to always link all topics being taught to real life situations by associating them with Quran and Hadith stories.

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ABSTRACT IN ARABIC

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education (Curriculum and Instruction)

………..

Supiah Saad Supervisor

………..

Rosnani Hashim Co-Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education (Curriculum and Instruction)

………..

Adnan Abd Rashid Examiner

This dissertation was submitted to the Department of Curriculum and Instruction and is accepted as a fulfilment of the requirement for the degree of Master of Education (Curriculum and Instruction)

………..

Tahraoui Ramdane

Head, Department of Curriculum and Instruction

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education (Curriculum and Instruction)

………..

Nik Ahmad Hisham Ismail

Dean, Kulliyyah of Education

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DECLARATION

I hereby declare that this thesis is the result of my own investigation, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Yasmeen Jamil Halabi

Signature………..…………. Date …...

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OPYRIGHT PAGE

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

INCULCATING ISLAMIC VALUES IN TEACHING MATHEMATICS FROM TEACHERS AND PUPILS’

PERSPECTIVES: A CASE STUDY

I declare that the copyright holder of this dissertation is Yasmeen Jamil Halabi.

Copyright © 2015 Yasmeen Jamil Halabi. All rights reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.

Affirmed by Yasmeen Jamil Halabi

……..……….. ………..

Signature Date

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DEDICATION

My sincere thanks go to my parents for without their prayers and motivation it was impossible for me to complete my thesis. And my husband Ahmad Jelani, who has given me support, motivation and encouragement to finish this study, and to my sister Narmeen for help in typing the transcription and for her support and understanding. I

dedicate this study to all of them with love.

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ACKNOWLEDGEMENTS

In the name of Allah, the most beneficent, the most merciful. All praises be to Almighty Allah, the Lord of the Universe and may His peace and Blessings be upon Muhammad (saw), the last of the Messengers and seal of the prophet hood.

I would like to acknowledge my gratitude and my appreciation to Assistant Professor.Dr. Supiah Saad, my supervisor, for her sincere concern, patience, moral support and encouraging me during times of uncertainty from the beginning to the completion of this thesis. My appreciation is also to Prof. Rosnani Hashim, as my Co- supervisor, for her concern to ensure that this thesis is satisfying. To my amazing lectures who have guided me patiently, thank you for the knowledge. May Allah bless you all with a life full of happiness and Baraka. I would also take this opportunity to thank the principal of International Islamic School Primary and the teachers who give their precious time to respond to the interviews and allowing me to observe them while teaching in class. I would like to acknowledge my gratitude to my family and my husband, Ahmad Jelani bin yusoff, for his understanding, patience, emotional and financial support as he guide me the right way and give the courage to complete tasks, and my sister Narmeen Jamil, for her patience and emotional support during the writing of this thesis. I extend my appreciation and thanks to my father, Jamil Ahmad Bin Helabi, my mother, Ameenah che –ubong. Last, but not the least, I wish to thank all my friends here in Malaysia for their love and support. All praises and thanks to Allah Almighty.

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TABLE OF CONTENTS

Abstract ... ii

Abstract in Arabic ... iii

Approval page ... iv

Declaration ... v

Copyright ... vi

Dedication ... vii

Acknowledgements ... viii

List of Tables ... xii

CHAPTER ONE: INTRODUCTION ... 1

1.0 Introduction... 1

1.1 Background of the Study ... 2

1.2 Statement of the Problem... 8

1.3 Objective of the Study: ... 11

1.4 Research Questions ... 11

1.5 Justification of the Study ... 12

1.6 Significance of the Study ... 13

1.7 The Delimitation of the Study ... 15

1.8 Definition of Terms ... 15

CHAPTER TWO: LITERATURE REVIEW ... 17

2.0 Introduction... 17

2.1 History of Mathematics Education ... 18

2.2 Educational Values ... 19

2.3 The Concept of Education in Islam ... 25

2.4 Islamic Concept of Education ... 28

2.5 Teachers as Role Model... 31

2.6 The Concept of Education in the West ... 33

2.7 The Importance of Mathematics as a School Subject ... 36

2.8 Inculcating Values in Mathematics Class ... 37

2.9 Teaching Mathematics from Islamic Viewpoint ... 40

2.10 Making Mathematics Fun ... 41

2.11 Use of Cooperative Learning Models ... 41

2.12 Mathematics and Islam ... 42

2.13 Studies Done on Inculcating Islamic Values while Teaching Mathematics from Teachers and Students Perspectives ... 47

2.14 Mathematics Curriculum at International Islamic School Primary ... 50

CHAPTER THREE: METHODOLOGY ... 53

3.0 Introduction... 53

3.1 Research Design ... 53

3.2 Participants ... 56

3.3 Sampling Technique/Strategy ... 57

3.4 Instrumentation ... 58

3.4.1 Pilot Study ... 60

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3.5 Data Collection Procedure ... 60

3.6 Data Analysis ... 61

3.7 Credibility and Trustworthiness of the Main Themes Generated ... 63

3.8 Summary of the Chapter ... 65

CHAPTER FOUR: RESULTS AND DISCUSSION ... 67

4.0 Introduction... 67

4.1 Finding of the Study ... 67

4.1.1 For research question number 1 which is the meaning to inculcate Islamic values in teaching Mathematics and how does it help in developing Muslim character. The study found 5 subthemes see (Table 4.1) ... 67

4.1.1.1 Shape a Muslim behaviour ... 68

4.1.1.2 Nurture/foster good character in students ... 69

4.1.1.3 Value inculcation will help build Muslim faith ... 71

4.1.1.4 Leads to attentiveness in students ... 73

4.1.1.5 Help to build good citizens/future leaders ... 75

4.1.2 For research question number 2 which Islamic values can be inculcated while teaching mathematics. The study found 4 subthemes see (Table 4.8) ... 77

4.1.2.1 Honesty and respect for elders ... 77

4.1.2.2 Teachers are role models ... 78

4.1.2.3 Uphold Islamic ethics ... 80

4.1.2.4 Teacher to set good example ... 81

4.1.3 For research question number 3 how can instilling of Islamic values while teaching make mathematics interesting and relevant. The study found 3 subthemes see (Table 4.13) ... 83

4.1.3.1 Ability to relate topic to Islamic teachings ... 83

4.1.3.2 Enough time available for teacher to inculcate Islamic values ... 85

4.1.3.3 Teachers willing to inculcate values ... 86

4.2 Summary of the Chapter ... 87

CHAPTER FIVE: DISCUSSIONS, RECOMMENDATIONS AND CONCLUSION ... 89

5.0 Introduction... 89

5.1 The Major Observation and Findings of the Study ... 89

5.1.1 The Meaning of Islamic Values Inculcation during Mathematics Teaching and Learning Process from the Teacher and Students Perspectives ... 90

5.1.2 The Islamic Values that can be inculcated into Mathematics while Teaching the Pupils... 92

5.1.3 The Ways to Make Mathematics Interesting and Relevant To the Pupils of the International Islamic School. ... 94

5.2 Recommendations for Practical Implications ... 96

5.3 Recommendations for Future Studies ... 97

5.4 Conclusion ... 98

REFERENCES ... 99

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APPENDIX I INTERVIEW QUESTION GUIDELINE ... 110

APPENDIX II NOTATIONAL CONVENTIONS FOR THE

INTERVIEW TRANSCRIPTION ... 113

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LIST OF TABLES

Table 3.1 Themes generated for teachers and students participants 62

Table 3.2 List of Interview questions 63

Table 4.1 Main Interview Question number 1 and the themes 67 Table 4.2 Subthemes: Shape Muslim Behaviour .Teacher’s and student’s

perspective on the meaning to inculcate Islamic values in teaching

Mathematics 68

Table 4.3 Teacher’s and student’s perspective on how inculcate Islamic values in teaching Mathematics can help in developing Muslim

character 68

Table 4.4 Subthemes: nurture/foster good character in students from

Teacher’s and student’s perspective 70

Table 4.5 Subthemes: Value inculcation will help build Muslim faith from

Teacher’s and student’s perspective 72

Table 4.6 Subthemes: Leads to attentiveness in students from Teacher’s

and student’s perspective 74

Table 4.7 Subthemes: Help to build good citizens/future leaders 76 Table 4.8 Main Interview Question number 2 and the themes 77

Table 4.9 Subthemes: Honesty and Respect for elders 78

Table 4.10 Subthemes: Teachers are role models 79

Table 4.11 Subthemes: Uphold Islamic ethics 80

Table 4.12 Subthemes: Teacher to set good example 82

Table 4.13 Main Interview Question number 3 and the themes 83 Table 4.14 Subthemes: Ability to relate topic to Islamic teachings 84 Table 4.15 Subthemes: Enough time available for teacher to inculcate Islamic

values 85

Table 4.16 Subthemes: Teachers willing to inculcate values 86

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CHAPTER ONE INTRODUCTION

1.0 INTRODUCTION

I have always had a dream, to combine two subjects that I love the most; they are the love I have for the mathematics subject which is considered the mother of all sciences, and the love I have for my religion that transcends everything in life. I have realized a great threat in our Muslim youth life in contemporary time. The change of society, its economy, and globalization in many ways has exposed the Muslim youth to a hedonist and liberal thought and attitudes (Harding, 2008). This situation has posed new challenges to Muslim education since the crisis in society regarding morality especially amongst youth is a prominent issue in Islamic education.

In recent years, there has been studies about the Islamic worldview in Muslim community. It cannot be denied that researches conducted in the area of Islamic education especially within Southeast Asia Muslim countries are among those that take a lot of interest (Kamaruzzaman & Jory, 2011) on how to solve the decadence of youth moral through education. To this end, most of the Muslim countries in Southeast Asia have revised their curriculum in a bid to cope with the adverse effects of globalization. In Brunei, the concept of comprehensive and integrated education has been discussed by scholars and leaders (Mansurnoor, 2011). Next, integrated educational approach in Malaysia has been the main topic and it has been recommended that knowledge should be incorporated with skill and moral values (Hashim & Langgulung, 2008).

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2 1.1 BACKGROUND OF THE STUDY

Values can be defined as a society’s ideologies, norms or criterions that guide the behaviour of people (Stacey, 2014); they are often called morals or ethics and are sometimes enshrined in codes of conduct or rules of behaviour. Values are important and long lasting beliefs shared by the members of a culture or community. They define what is good or bad and what is desirable or undesirable. They have an enormous effect on a person’s behaviour and serve as all-encompassing strategies of living in all situations (Stacey, 2014). Additionally, Durmus & Bicak (2000) posited that values form the teaching-learning process affective domain and they ought to be taught indirectly or overtly in all school subjects. Nevertheless, mathematics as a subject is seen by many as value-free. This belief is held by teachers, parents and mathematicians as well. Thus, the improvement of the quality of teaching mathematics as a subject can be possible only if the notion of values is taken into the consideration (Durmus & Bicak, 2000).

In addition, Bishop (2008) made it abundantly clear when he stated that values are an inherent part of all the educational subjects at all levels, from the systemic, institutional macro-level, through the meso-level of curriculum development and management, to the micro level of classroom interactions where they play a major role in establishing a sense of personal and social identity for the student. That notwithstanding, the notion of studying values in mathematics education is a relatively recent phenomenon (Bishop, 2008). Despite that, Chin, Leu, and Lin (2001 Cf.

Bishop, 2008) argues that the values portrayed by teachers in mathematics classrooms are linked to their pedagogical identities. Again here, Seah and Bishop (2001 Cf.

Bishop, 2008) describe the values held by teachers as representing their 'cognisation' of affective variables such as beliefs and attitudes, and the subsequent internalization

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of these values into their respective affective-cognitive personal system (Bishop, 2008). Furthermore, Chen & Ennis (1996) states that researchers have indicated that teachers' belief systems play decisive roles in the teaching-learning process and during the teaching process, the "teacher's cognitive and other behaviors are guided by and make sense in relation to a personally held system of beliefs" (Chen & Ennis, 1996).

This belief system will echo a teacher' ethical values of education and consequently impact their curricular decisions on what content should be taught and how it is taught in classrooms.

Differently stated, teachers' educational value systems determine how they provide and use knowledge in teaching. Teachers are also considered to be going through a process of "pedagogical reasoning" (Chen & Ennis, 1996) during which they integrate their knowledge about the content and pedagogy to make curricular decisions about what to teach. It is during this pedagogical reasoning process that teachers' value systems play critical roles in determining their choices. This value- based curriculum decision making has been empirically observed by educational researchers in mathematics education (Chen & Ennis, 1996) because, the negligence of teaching moral values in schools is not good for the students and as such it triggering problems in the society in general. This is an issue of concern in this study because if an individual do not learn moral values, how is he/she going to be capable of discerning the difference between right and wrong? That is the basic essence of moral values education in general and mathematics in particular (Kuehn, 2015). This stance is hinged firmly on the fact that values mean standards or ideas which most people have about the worth of good qualities such as kindness, freedom, mercy, respect, and love (Ghana Nation portal 2010).

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In addition to the above, it is to mention emphatically and without equivocation that Islamic values are those that are enshrined in the Ever Glorious Quran and the practice of the noble Messenger, Muhammad (PBUH) (Ebady, 2011).

Again here, according to Brenner (2007) Dr. Ahmet Akgunduz the Rector of the Islamic University of Rotterdam states that traditional Islamic values are contained in the Sharia, or Islamic law, which dictates both personal piety and societal law and the five basic values upheld in the Sharia are life, religion, intellect, family and wealth.

Thus, "Islam preaches that a human being cannot live without these values," (Brenner, 2007). Furthermore, Al-Lawati & Hunsaker (2007) reported that in a study that explored parents’ reasons for enrolling their children in Islamic schools. Findings unveiled that religious education and Islamic environment are the primary reasons for parents enrolling their children in Islamic schools. Thus, Al-Lawati & Hunsaker (2007) reported that the authors concluded strongly that “Muslim parents in the United States are faced with the dilemma of wanting their children to be ‘Americans’

involved in all spheres of American life. . . . At the same time they want their children to be ‘good Muslims.’” Meaning to say, the parents want their children to be Muslim students, as members of the Muslim community on one hand and as American citizens on the other hand are expected to be able to find balance between their rights and responsibilities (Al-Lawati & Hunsaker, 2007).

In addition, education plays an important role in inculcating the religious values and norms into pupils; it therefore has a direct and indirect influence in molding the younger generation to appreciate their religion beliefs, attitudes, norms and values (Moalosi & Chikumu, 2012). On the other hand, according to Gouba (1998) he defined Mathematics as a

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‘Science of structure, order, and relation that has evolved from counting, measuring and describing the shapes of object. It therefore deals with logical reasoning and quantitative calculations’; meaning to say, it deals with ‘things which can be counted’ (Gouba, 2008).

Ultimately, mathematics as a subject is known to improve thinking, and it is one of the most important devices by which teachers can utilize to inculcate Islamic religious values into their student. This stance is anchored cum inextricably tied on the fact that reasoning is amongst the basic properties which distinguishes humans from other living beings because humans have the ability to think, make inferences and rearrange conditions to become suitable to them (Aktas et al., 2011).

Again here, during students’ primary school years, the primary focus of the curriculum is on learning number and operations, basic measurement, and basic understanding of data (Londonderry School District, 2007) without no inclusion of religious elements. Additionally, throughout the early years of life, children notice and explore mathematical dimensions of their world. They compare quantities, find patterns, navigate in space, and grapple with real problems such as balancing a tall block building or sharing a bowl of crackers fairly with a playmate. It is therefore safe to say categorically that Mathematics can help children to make sense of their world outside of school and helps them construct a solid foundation for success in school as well (National Association for the Education of Young Children, 2010). Furthermore, Mathematics can also help children to make sense of the physical and social worlds around them; because children are naturally inclined to use mathematics in ways such as “He has more than I do!” “That won’t fit in there—it’s too big”. The point here is that by capitalizing on such moments and by carefully planning a variety of experiences with mathematical ideas in mind, teachers can cultivate and extend

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children’s mathematical sense and interest (National Association for the Education of Young Children, 2010).

Additionally, if they include religious elements to the children’s curriculum Brown & Porter (1996) posited that Mathematics can make an especial contribution to the development of children by fostering the following - precise definitions; careful and rigorous argument; representation of ideas by many methods, including symbols and formulae, pictures and graphics; means of calculation; and the obtaining of precise solutions to clearly stated problems, or clear statements of the limits of knowledge. The aforementioned features will allow mathematics to provide a solid foundation to many aspects of children’s daily life (Brown & Porter, 1996) if religious elements are included. The foregoing stance is true because Masduki et al (2014) stated succinctly that the values of mathematics learning are highly influenced by the values in a community reflected by teachers and students in a class and that as regarding religion, Islam takes an effort of inculcating good values in a community life and the values that are known as good moral character are stipulated in the Ever Glorious Quran and Prophetic Hadiths. Thus, Masduki et al (2014) opined that Mathematics learning will be very meaningful for children’s life if it is used as a medium for inculcating the good values in schools. There are some values in Islamic perspective relevant to the characteristics of mathematics learning. According to Masduki et al., 2014 they are shabr (patience), shidq (honesty), jihad (struggle or serious effort), tafakkur, tadabbur (thinking), istiqomah (consistence), and tasamuh (tolerance).

Jurdak (1991 cited in Ampadu 2012) argues that mathematics teachers’ notion and the kind of philosophies they hold will in no doubt effect the way they teach. Teo (1997 Cf. Ampadu, 2012) in his study on the beliefs of 16 teachers in Singapore,

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revealed that teachers philosophies and belief about mathematics has influence on an individual teacher’s teaching style. The author concluded strongly that a direct relationship exists between a teacher’s philosophies and their teaching styles. Also Perkkila (2003 cf. Ampadu, 2012) conducted a study on Finish primary school teachers revealed that teachers’ reminiscent about their experiences and philosophies has great effect on their teaching. The finding revealed further that, the methods a teacher employs while teaching can be traced back to his/her school days because it is a reflection of how he/she experienced the teaching and learning of that subject. In a nutshell the previous studies cited by Ampadu (2012) all recognized that, although factors such as the demands of the mathematics curriculum and the national call for a change in the teaching and learning of mathematics influences a teachers’ teaching, the influence of the individual teacher’s philosophies and experiences cannot be undervalued. Meaning to say, a teachers’ opinion about his/her teaching styles and how they teach is of abundant importance in determining the efficiency of mathematics teaching and learning process and it can also strengthen a teacher’s decision making (Ampadu, 2012).

The discussion above reveals the issues of concern in this study because Heckhausen & Krappmann, (1998) states that the educational systems of most countries across the globe are entrenched in their individual cultural traditions.

Therefore, they vary with respect to their school populations and syllabuses, their school organization, financing, and teaching methods. Nonetheless, every country’s educational system is assigned with the task of inculcating values, abilities, including imparting knowledge on the children; the aforementioned tasks has to be carried out by schools through teaching (Heckhausen & Krappmann, 1998). To this end, Ampadu (2012) posited that the core of the relationship between the pupils and what they learn

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is accredited to the teacher who is recognized by the society as a person who passes on a society’s values, norms, and knowledge to the present and future generations. Based on this premise, the effect of teacher related factors on students learning of mathematics and student’s interest in mathematics as a subject has been receiving a substantial consideration for some time now (Ampadu, 2012).

1.2 STATEMENT OF THE PROBLEM

Inculcating Islamic values while teaching cum learning mathematics as a subject has the ability to project the mirror image of mathematics in the students outside the classroom setting; because, Liman et al. (2013) contended convincingly when they posited that the subject is capable of giving students the rightful ownership of what they learnt in the classroom. Gouba (2008) subscribed to the aforesaid by reechoing the admonitions of a famous exegetical scholar of Islam, Ibn Khaldun, who was a historian, sociologist, philosopher and the strongest personalities of Arabo-Muslim culture in the period of its decline who argues in his work entitled al-Muqaddimi that

“Education should be started with mathematics. For it forms well designed brains that are able to reason right. It is even admitted that those who have studied mathematics during their childhood should be trusted, for they have acquired solid bases for arguing which become to them a sort of second nature” (Gouba, 2008). Putting the foregoing information into cognizance, it is safe to say that more effort is needed to decolonise the education system so that it resonates with the broader values and norm that are enjoined by the Ever Glorious Quran and Prophet Sunnah. Again here, effective teachers ought to always seek strategies geared towards increasing students learning and ideal character formation (Georgius, 2008) because, Syed (2006) argues that there is a need for today’s teachers to prepare the younger generation so they will

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not become the followers of alien ideologies; rather, today’s students should be able to play the role of torchbearer through excellence in knowledge, character, and positive action. The aforementioned qualities can only be developed in Muslim students by means of values inculcation while teaching (Syed, 2006)

But sadly, Ampadu (2012) contended convincingly when he stated that most teachers, usually express non-traditional beliefs, thereby exhibiting inconsistent practices while they teach. Furthermore, Masdiki et al (2014) stated that that Rasulullah SAW states that My Lord educated (addabani) me, and made my education (ta’dib) the most excellent" (Hadith narrated by Ibn Mas’ud). It means that Allah SWT educates the Prophet with the most excellent education method so that it produces the noblest moral character for the Prophet and that is the main aim of education in Islamic perspective, i.e., making humans the cultured or civilized or noble moral character (Masduki et al 2014). While teaching, very few mathematics teachers connect mathematics with student’s real world, and as such the students feel mathematics subject is of no use to them. Teaching and learning process in mathematic class nowadays are divorced from Islamic values, and the students’

assume that mathematics subject and the hereafter have no connection. Consequently, students’ interest in mathematics is decreasing and most students have negative approaches toward mathematics (Syamaun & Zakaria, 2015). Most of the teachers nowadays teach the students what is only available in the school text book which used the traditional method. Again here, some studies have shown that students fail to retain as much material after the class has been completed (Van Eynde & Spencer, 1988). Another problem also is lack of student attention, which many educators have observed in their own classes (Dorestani, 2005). This ought not to be so because Williams & Ivey (2011) stated succinctly that “educational practice is necessarily

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based on the assumption that if students are willing to be attentive in class, such students are in no doubt lending their cooperation and support towards the teaching learning process; sadly, students who do not offer such cooperation – who are

‘unmotivated’ are capable of presenting significant challenges during the teaching and learning process” (Williams & Ivey, 2001). In addition, BinAli (2013) reported that the teaching method that is currently used in the Muslim world is passive and traditional. Consequently, during teaching very few teachers inculcate Islamic value while teaching mathematics and as such the students think that mathematics as a subject is useless for them (BinAli, 2013). Most of mathematics teachers today are separating the mathematics topics from Islamic ideals and the students’ in turn assume that mathematics subject and the hereafter has no link (Munif 2009). This situation has lead students’ interest in mathematics to decline thereby leading to most students having negative attitudes toward the subject.

Furthermore, Lovat & Toomy (2009) states that international research across the globe into teaching and schooling effects is overturning earlier beliefs that values are exclusively the preserve of families (i.e. parents) and religious bodies (i.e.

Mosques) thereby culminating into schools functioning best in values-neutral mode.

But, Mustafa & Salim (2012) states that importance are replete and they abound if values could be inculcated into Muslim students during the teaching and learning process. Thus, this study explores how inculcating Islamic values in teaching mathematics from the teachers and students of the International Islamic Primary School Malaysia’s perspective in a bid to sustain the students’ interest in learning the subject (Mustafa & Salim, 2012) in the aforementioned school.

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11 1.3 OBJECTIVE OF THE STUDY:

The objectives of this study are to:

1- To find out the meaning of Islamic values inculcation while teaching Mathematics and then examine how it could help in developing Muslim character.

2- To investigate the Islamic values that can be inculcated while teaching Mathematics.

3- To find out if instilling Islamic values in teaching can make Mathematics interesting and relevant

1.4 RESEARCH QUESTIONS

This study is hinged on a central research question which is followed and supported by several sub-questions. This was done because Creswell (2007) contended convincingly when he stated that qualitative researchers should endeavor to reduce their study to a single, overarching research question followed by several sub- questions. He went further to assert that for qualitative researchers to be able to achieve such feat, they should state the broadest question they could possibly pose about the research problem (Creswell, 2007: 108) under study. Consequently, the central research question (overarching question) to be addressed in this study is-

1. What does it mean to inculcate Islamic values in teaching Mathematics and how does it help in developing Muslim character?

2. Which Islamic values can be inculcated while teaching mathematics?

3. How can instilling Islamic values while teaching make mathematics interesting and relevant?

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12 1.5 JUSTIFICATION OF THE STUDY

The search for the ultimate meaning of life, which is in fact a problem of value, has always confronted man. It is an accepted fact that clearly defined values give meaning to human activity. A system of values permits man to coordinate his experiences into a meaningful unity encompassing his whole life (Mendoza Role, 1990). Again here, a substantial body of research suggests that teachers' beliefs and values about teaching and learning affect their teaching practices (see reviews by Clark & Peterson, 1986;

Fang, 1996; Kagan, 1992; Thompson, 1992). Influencing teachers' beliefs, therefore, may be essential to changing (Stipek et al., 2001). Thus, effective mathematics teaching requires understanding of what students know and need to learn and then challenging and supporting them to learn it well (National Association for the Education of Young Children, 2010).

In addition, teacher’s value priority was integrated into his or her curriculum, resulting in a unique curricular emphasis. It was also found that the teachers with different value priorities were likely to deliver the value-laden curriculum with unique teaching approaches. The findings of the study indicate that teachers' value orientations influence how they teach (Chen & Ennis, 1996). Decisions concerning mathematics curriculum and teaching practices ought to be grounded in knowledge of children’s development and learning across all interrelated areas such as cognitive, physical, and social-emotional (National Association for the Education of Young Children, 2010). The call for education and acquiring knowledge in Islam is based on its significant role in modifying a person’s humanity and its impact on the social life of human beings. Therefore, Islam encourages its followers to pursue knowledge.

Furthermore, the importance of acquiring knowledge is implied in the first revelation,

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