Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
ISSN 2303-0992
Matematika dan Pembelajaran, 14.
, 87 of 118 ISSN online 2621-3176 Matematika dan Pembelajaran Volume 14 No.
June 2026, p.
Submitted: December 15, 2025.
Revised: June 20, 2026.
Accepted: June 28, 2026
DEVELOPMENT OF CONTEXTUAL STUDENT
WORKSHEET ON SYSTEM OF LINEAR EQUATION
INTEGRATED WITH QURAoANIC VALUES USING THE ADDIE MODEL FOR GRADE Vi STUDENTS *)Soffi Widyanesti Priwantoro1.
Arilia Triyoga2 .
Syariful Fahmi3 1,3Matematika Education.
Universitas Ahmad Dahlan.
Indonesia 2English Education.
Universitas Ahmad Dahlan.
Indonesia *)Corresponding Author soffiwidyanesti@pmat.
Abstrak Penelitian ini bertujuan untuk mengembangkan lembar kerja kontekstual yang terintegrasi dengan nilai QurAoan untuk materi sistem persamaan linier dua variabel, mengevaluasi lembar kerja, kesesuaian dengan nilai QurAoan, dan mendeskripsikan persepsi siswa terhadap materi.
Model pengembangan yang digunakan adalah ADDIE dengan subjek penelitian siswa kelas Vi MBS Pleret.
Instrumen yang digunakan diadaptasi dari penelitian terdahulu dan ditelaah melalui expert judgement sebelum digunakan.
Validasi ahli materi dan ahli media menunjukkan skor 161 .
angat bai.
Implementasi di kelas kecil dan kelas besar memperoleh respon peserta didik sebesar 113,5 .
dan 121 .
angat bai.
Sementara penilaian kesesuaian integrasi nilai QurAoan ke dalam materi mencapai skor 24.
5 dan 20.
4 yang menunjukkan kategori baik.
Siswa memberi persepsi posistif terhadap pemahaman materi yang disajikan secara kontekstual dan terintegrasi nilai QurAoan dengan skor nilai 35.
9 dan 36.
9 yang kedua berada dalam kategori baik.
Temuan penelitian menunjukkan bahwa lembar kerja yang dikembangkan layak digunakan dan berpotensi mendukung pembelajaran matematika melalui aktivitas kontekstual yang terintegrasi nilai Al-QurAoan.
Kata kunci: Lembar Kerja Siswa.
Nilai Al-QurAoan.
Sistem Persamaan Linier.
Kontekstual Abstract This study aimed to develop a contextual student worksheet integrated with QurAoanic values in the system of linear equations in two variables.
The study evaluated the worksheetAos feasibility, the suitability of QurAoanic values, and described studentsAo perceptions of the contextual material.
This research used the ADDIE model of research and development.
Research instruments were adapted from previous studies and reviewed by experts before use.
The research subjects were eighth-grade students at MBS Pleret.
The developed worksheet included five activities that integrating QurAoanic values.
Expert validation using using Ideal Assessment Criteria found the worksheet feasible.
The material expertAos average score was 161, in the good category.
The media expertAos average score was 144.
5, in the very good category.
Implementation in small classes with 10 students and large classes with 29 students received student responses of 113,5 and 121, categorized as good and very good.
Additionally, the assessment of QurAoanic value suitability in the material 5 and 20.
4 indicating a good category.
Students responded positively This work is licensed under a Creative Commons Attribution-NonCommercial 4.
0 International License.
Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
Matematika dan Pembelajaran, 14.
, 88 of 118 to the contextual worksheet integrated with QurAoan value, with perceived understanding scores of 35.
9 and 36.
9, both falling within the good category.
These findings, indicates that the developed worksheet is feasible and has the potential to support mathematics learning through contextual activities integrated with QurAoanic values.
Keywords: Student worksheet.
QurAoanic Values.
System of Linear Equation.
Contextual Citation: Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet on the System of Linear Equation Integrated with QurAoanic Values Using the ADDIE Model for Grade Vi Students.
Matematika dan Pembelajaran, 14.
DOI: http://dx.
org/10.
33477/mp.
INTRODUCTION
Education serves as a means for character building, guiding individuals to live honest and empathetic life.
Character education, as Suwartini .
notes, helps develop both academic and moral potential, resulting in positive behaviour and thinking, as well as effective role models.
Within Indonesia, innovative teaching models that incorporate religious values are increasingly seen as important, especially in Islamic education.
For example, integrating the QurAoan into the curriculum, as shown by Haryadi et al.
and Francis et al.
, has been found to positively affect students spiritual attitudes, thereby enhancing their One of the core elements of the educational process is learning.
According to Schneider .
& Faizah .
learning is a fundamental concept of education, and the effectiveness of education depends on the quality of learning.
This also applies to the mathematics learning process, which supports the education process.
According to (Fadlelmula, 2.
mathematics learning has significant support in the education process.
Mathematics is not merely an academic subject but also a tool for developing critical thinking, analytical skills, and problem-solving abilities.
The purposes of teaching mathematics in schools are to enable students to understand contextual problems, create mathematical model, solve problems, and interpret the solutions obtained (Ambarsari & Hasanah, 2022.
Samo et al.
, 2.
By understanding mathematical concepts, students not only acquire skills useful across various fields but also developed their logical and analytical thinking This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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Priwantoro.
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Development of Contextual Student Worksheet.
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, 89 of 118 abilities (Ginanjar, 2.
Mathematics is important because it plays a crucial role in various aspect (Rismawati, 2.
However, in reality, students still find it difficult to understand mathematical Fadzillah & Wibowo .
stated that many students merely memorize mathematical concepts without understanding them.
This issue is also prevalent at Muhammadiyah Boarding School (MBS) Pleret, as indicated by a student survey at the school, which found that 61% of eighth-grade students are struggling with The implementation of innovative learning media could help students address this challenge.
Meanwhile, learning media plays an important role in the learning process.
One of its roles is as a medium for conveying messages in the context of the learning The presence of learning media helps deliver material more effectively and can make a significant contribution to information delivery to students (Hasan et , 2.
However, according to Fitri .
research, educational media used in schools are often still in simple and unattractive forms due to poor packaging.
This is also happening at MBS Pleret, where the educational media used in mathematics lesson are in simple form.
Based on interviews with mathematics teachers at MBS Pleret, explained that the educational media currently used are limited to mathematics module books and worksheets containing routine questions without any steps.
A student worksheet is a learning media that facilitates learning, improve achievement, and serves as a guide for the students to provide a good learning experience (Umbaryati, 2.
Based on the results of a questionnaire distributed, 89% of MBS Pleret students require learning media in the form of worksheets to support mathematics learning activities.
During mathematics lessons, students in class Vi at MBS Pleret tend to feel sleepy and fail to pay attention to the teacher.
MBS Pleret has been using worksheet in teaching, but they remain simple and lack step-by-step guidance for solving problems, making it difficult for students to complete the exercises, especially in Systems of Two Variable Linear Equations (SPLDV) material, where most of the problems are presented in story form.
Based This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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, 90 of 118 on the survey results, 54% of students experienced difficulties in the SPLDV Therefore.
SPLDV was selected as the subject matter for developing student worksheets at MBS Pleret because students frequently encountered difficulties with this material.
SPLDV is one of the algebra topics studied in grade Vi junior high school.
Unfortunately, many students find mathematics lesson uninteresting and this perception is often attributed to how mathematics has been taught (Ukobizaba et , 2.
A similar situation occurs at MBS Pleret, where the teaching methods used in grade Vi are ineffective because the learning process remains teachercenterered.
The teacher also explained that commonly used teaching methods remain conventional.
Meanwhile SPLDV is an algebra topic in which most problems are presented as stories and occasionally relate to actual situations around Based on research by Akkerman & Bakker .
, students tend to be interested in learning when instructional contexts are connected to their interest and everyday experiences.
Additionally, contextual problems that integrate studentsAo personal elements can help connect new knowledge, thereby improving studentsAo ability to apply mathematical processes (Raihani et al.
, 2.
Supported by the finding of (Naja et al.
, 2.
research, which states that contextual learning integrating studentsAo real life experiences into the learning process, can improve mathematical abilities and learning outcome, as well as (Luvita Nafisah et al.
, 2.
research, which can enhance studentsAo understanding mathematical concepts.
MBS Pleret is a pesantren-based school where studentsAo daily activities are closely tied to QurAoanic values.
Therefore.
QurAoanic value can serve as an authentic learning because they have become an integral part of studentsAo daily lives and learning experiences.
Integrating QurAoanic values into mathematics learning provides contexts relevant to studentsAo experiences while supporting character education goals.
This argument is supported by Hasibuan .
& Johnson .
, who stated that studentsAo understanding of a concept is more likely to develop when it is connected to contexts familiar to their daily lives.
Thus, the use of contextual learning media or worksheet integrated with QurAoanic values is considered This work is licensed under a Creative Commons Attribution-NonCommercial 4.
0 International License.
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Development of Contextual Student Worksheet.
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, 91 of 118 appropriate for support studentAos learning needs.
Nesa .
stated that mathematics is one of the disciplines closely related to QurAoanic values and plays an important role in achieving educational goals.
The QurAoan, as the main guideline in Islam, can serve as a source of mathematical inspiration, containing concepts such as functions, logic and another mathematical principles (Kasman et al.
, 2025.
Meldi et al.
, 2.
Meanwhile, the materials on SPLDV involve mathematical modeling activities that originate from real-life Also, this material presents many mathematical problems in the form of story problem that can be integrated with QurAoanic values.
QurAoanic values can be integrated into learning activities so that students not only learn mathematical concepts but also gain learning experiences that promote character development.
Like, the value of honesty can be integrated through contexts involving fair buying and selling transactions, while the value of responsibility can be introduced through problems related to social and community life.
However, in Indonesia today, mathematics in Islamic boarding schools serves only to fulfil obligations, and does not integrate Islamic values (Ramdhani et al.
In fact, mathematics has a close relationship with Islamic spirituality and is familiar with the QurAoan (Huda & Mutia, 2.
Therefore there is a need for learning media in the form of a worksheet that incorporates Islamic values.
Based on interviews at MBS Pleret, there are no mathematics worksheet that integrate QurAoan values, and a survey using questionnaires revealed that 68% of students need contextual worksheets integrated with QurAoan values.
Based on the discussion of contextual learning, the characteristics of pesantren environments, and the potential to integrate QurAoanic values into SPLDV learning, this study developed a worksheet integrated with QurAoanic values to support studentsAo understanding of mathematical concepts through contextual learning experiences in a pesantren-based school.
The conceptual relationship underlying this study is presented in figure 1.
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Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
Matematika dan Pembelajaran, 14.
, 92 of 118 Figure 1.
Conceptual Diagram of Research As illustrated in Figure 1, the framework served as the basis for developing contextual student worksheet integrated with QurAoanic values for the SPLDV materials, taking into account the characteristics of the pesantren-based school.
Previous studies on the development of student worksheets integrated with QurAoanic values have been conducted by (Roy et al.
, 2.
on integers, and by NajlaAo Zaul Fadaukas & Widayati Widayati .
, who developed student worksheets by integrating the values of worship, piety and faith.
Darojah et al.
developed worksheets integrated with Islamic values, but using Problem Based Learning model.
These studies indicate that integrating QurAoanic values into mathematics learning materials can support the learning process.
Nevertheless, previous studies have not specifically developed contextual student worksheets that connect to SPLDV concepts with studentAos daily life experiences.
In addition, no study has been found that positions QurAoanic values derived from students daily live in a pesantren environment as the basis for integrating QurAoanic values into SPLDV Therefore, this study developed a contextual student worksheet on This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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Development of Contextual Student Worksheet.
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, 93 of 118 SPLDV material integrated with QurAoanic values, particularly honesty, hardwork, creativity, environmental care, and social responsibility.
These values were embedded in SPLDV word problems closely related to studentsAo experiences at a pesantren-based school.
Through this worksheet, students are guided to understand problems, identify variables, formulate mathematical models, solve systems of equations, and interpret the solutions obtained.
This study aims to evaluate the feasibility of the developed contextual worksheet, describe student responses to the use of the contextual worksheet integrated with QurAoanic values, and explore studentsAo perceptions regarding their understanding of SPLDV material presented contextually and integrated with QurAoanic values.
METHOD
The method of this study is using Research and Development method (R&D).
Sugiyono .
states that R&D is the process of developing existing educational products and then testing them.
The development model used in this study is the ADDIE development model.
The ADDIE model was selected because it provides a structured, systematic and comprehensive approach to instructional development, start from needs analysis, design, development, implementation, and evaluation (Husna et al.
, 2020.
Khalil & Elkhider, 2.
Maydiantoro .
stated that the ADDIE model has five stages of development, namely Analysis.
Design.
Development or Production.
Implementation and Evaluation.
These stages can be carried out procedurally, using a non-procedural or cyclical instructional design model, or can also start from a specific stage (Hidayat & Nizar, 2.
The following figure is an explanation of stages of the ADDIE model.
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Development of Contextual Student Worksheet.
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, 94 of 118 Figure 2.
ADDIE Development Stage Analysis In ADDIE development research, the first stage is for researcher to analyze the learning media requirements, materials and curriculum to be used as references for developing the worksheet.
Design Researchers design the worksheet-based learning media, collect references and compile research instrument Development Researcher realizes the worksheet product.
The steps are as follow: the worksheet is written in accordance with the material determined in the design stage, then validation and assessment process carried out by a material expert and media expert to determine the feasibility of the worksheet.
Implementation Researcher tested the worksheet on eight-grade students at MBS Pleret.
Based on Creswell.
, & Creswell .
& Sugiyono .
, the small and large class participants were selected purposively, as this study focused on the development and evaluation of the developed media.
Therefore, the small class trial involved 10 students, while the large class trial involved 29 This trial was conducted to determine the feasibility of the At this stage students were also given questionnaire to determine their response to the worksheet product.
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, 95 of 118 Evaluation The Evaluation stage involves evaluating the worksheet to determine whether the development product is suitable for use.
This evaluation is based on the results of the validation by material experts, media expert and the result of the student questionnaires.
The research instruments used in this study were questionnaires for material and media expert, as well as student responses.
The indicators of these questionnaires were adapted from various research instrument that had been used and validated in previous studies, considering the characteristics of the contextual worksheet, which was integrated with QurAoanic values.
The material expert instrument included indicators of content feasibility, presentation, language, contextuality, and the integration of QurAoanic values (Mastuti et al.
, 2021.
Ruslan & Sulastry, 2.
The media expert instrument covered graphic quality and language feasibility (Novia et al.
, 2.
The student response instrument consisted of presentation, language, graphic design, contextuality, and the integration of Quranic values (Halistin et al.
, 2023.
Yana et al.
, 2.
The three research instruments were validated by a Mathematics Education lecturer, who provided suggestions and recommendations for improving the Then, all instruments were revised based on the recommendation by the validator before being used in the study.
According to Bruce et al.
Prendes-Espinosa et al.
, expert judgment is a procedure used to obtain evidence of validity by involving experts in reviewing and providing feedback on research instruments prior to their implementation.
The validation process resulted in several recommendations for improvement, including revisions to the wording of questionnaire items, the removal of certain indicators, and adjustments to the instrument presentation aspects.
Revisions were subsequently made in accordance with the validatorAos recommendations before the instruments used in the study.
Therefore, the instruments were considered suitable for use in the research after undergoing content validation through expert judgment (Bruce et al.
, 2008.
Prendes-Espinosa et al.
, 2.
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, 96 of 118 The subjects of this study were eighth-grade students at MBS Pleret.
worksheet trials, students became respondents in small class trials and large class trials, and then they responded to the developed worksheet.
The data analysis techniques used were to analyze the questionnaire items, including questionnaire for material experts, media experts and student questionnaires.
The data obtained based on the result of the questionnaire form the experts and the student responses were in the form of qualitative scores, which were then converted into quantitative scores using a Likert scale.
The following is the analysis of the likert scale scores:
Table 1.
Likert Scale Scoring Analysis Description Very Good Good Fair Poor Very Poor Score The collected data was then calculated to find the average value.
The formula for calculating the average according to Kasiati et al.
is as follows:
ycUI = Ocni=0 xi Description:
ycUI: average value xi: score of indicator statement i, where i :1, 2.
A, n n: Number of assessments After the score of ycUI was obtained from the material and media experts, and also student responses, the scores were interpreted using the ideal assessment criteria proposed by Habsy et al.
As presented in Table 2.
Table 2.
Ideal Assessment Criteria Number Score ycUI > XIycn 1,80 ycIyaAycn XIycn 0,60 ycIyaAycn < ycUI O XIycn 1,80 ycIyaAycn XIycn Oe 0,60 ycIyaAycn < ycUI O XIycn 0,60 ycIyaAycn XIycn Oe 1,80 ycIyaAycn < ycUI O XIycn Oe 0,60 ycIyaAycn This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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Criteria Very Good Good Fair Poor Priwantoro.
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Development of Contextual Student Worksheet.
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, 97 of 118 ycUI < XIycn Oe 1,80 ycIyaAycn Very Poor Description:
ycUIycn : ideal average ycUIycn calculated using the following formula :
ycUIycn : 2 y .
deal maximum score ideal minimum scor.
ycIyaAycn: Ideal standard deviation ycIyaAycn = 6 y : (Ideal maximum score Oe deal minimum scor.
Ideal maximum score = number of criteria items y highest score Ideal minimum score = number of criteria items y lowest score ycUI: Feasibility Score The feasibility of the contextual worksheet was determined based on the category obtained from the conversion of the score ycUI using the Ideal Assessment Criteria presented in Table 2.
The developed contextual worksheet was considered feasible if the evaluation results from the materials and media experts, and also studentsAo responses reached at least the AoGoodAo category.
RESULT AND DISCUSSION
The result of this research will be explained in each stage of the ADDIE development model.
Analysis At this stage, researchers conducted an analysis to obtain an overview of the student worksheets to be developed.
Several analyses conducted by researchers at MBS Pleret included:
Analysis of learning media needs The researcher conducted direct interviews with mathematics teachers of class Vi at MBS Pleret and distributed questionnaires to students of class Vi at MBS Pleret.
The data obtained from the interviews and questionnaires revealed that the learning media used by teachers in class were only worksheets containing practice questions without any steps for solving them.
Based on the questionnaire results, 89% of students needed This work is licensed under a Creative Commons Attribution-NonCommercial 4.
0 International License.
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Development of Contextual Student Worksheet.
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, 98 of 118 a contextual worksheet.
the learning model used was still conventional, and there were no worksheets that integrated Qur'anic values at MBS Pleret, while from the results of the pre-research questionnaire, 68% of students needed a contextual worksheet that integrated Al-Qur'an values.
Material analysis The selection of material was carried out after the researcher conducted interviews with mathematics teachers at MBS Pleret.
Based on these interviews, the teachers said that students still had difficulty understanding story-based questions, while most of the SPLDV material contained story-based questions.
In addition, based on the results of the questionnaire completed by eighth-grade students at SMP MBS Pleret, 54% of students experienced difficulties with SPLDV and 46% experienced difficulties with other mathematics material.
Curriculum Analysis The researcher determines the mathematics curriculum used at the The analysis included an analysis of the core material, learning outcomes, learning objectives that must be achieved by students, and the Pancasila Student Profile.
The purpose of this stage was to ensure that the worksheet was developed in accordance with the needs of students at MBS Pleret.
Design In the design stage, researcher conducted four activities, including:
Collecting sources and references consisting of several school books SPLDV material and books on the study of QurAoanic values related to SPLDV material.
Creating an outline of the worksheet in the form of initial concepts of the activities contained in the worksheet.
The worksheet contains 5 activities, namely activity 1 containing material on recognizing the general form of SPLDV, activity 2 containing material on solving twovariable linear equation systems using the elimination method, activity 3 This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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, 99 of 118 contains material on solving two-variable linear equation systems using the substitution method, activity 4 contains material on solving twovariable linear equation systems using the elimination-substitution method, and activity 5 contains material on the application of twovariable linear equation systems.
Designing the content of the worksheet, which includes a front cover, inside cover, worksheet identity, foreword, table of contents, learning objectives, instructions for using the worksheet, concept map, content section, evaluation, bibliography, and author's biography.
Developing assessment instruments in the form of assessment tools for material experts, media, and student responses.
These assessment instruments are in the form of questionnaires consisting of several Development At this stage, there are two activities carried out, including:
Writing the student worksheet Researchers develop the student worksheet using software such as Canva.
Microsoft Word 2021, and Microsoft Bing.
In writing the student worksheet, the writer uses Indonesian in accordance with the General Guidelines for Indonesian Spelling.
Validation and Assesments These stages must be carried out to obtain consideration from material experts and media experts regarding the validity of the student worksheet to be used for research.
In the validation process, material experts and media experts will check the developed student worksheet for deficiencies or errors.
Material experts evaluate the student worksheet in terms of content feasibility, presentation, language, contextuality, and the integration of QurAoanic values incorporated into the student worksheet.
Meanwhile, media experts assess the quality of the graphical design and This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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, 100 of 118 language appropriateness.
The following table presents the results of the material experts' validation.
Table 3.
Score Calculation by Material Experts Number Material Expert First Validator Second Validator Position Mathematic Eduation Lecturer Mathematics Score Based on table 3, the first material expert validator, who is a lecturer in mathematics education, awarded a score of 160.
Meanwhile, the second validator, a mathematics teacher at MBS Pleret, awarded a score of 162.
The interpretation of these scores was determined using the ideal assessment criteria for material experts presented in table 4.
Table 4.
Ideal Assessment Category Criteria for Material Experts Score Range of Material Experts ycUI > 168 136 < ycUI O 168 104 < ycUI O 136 72 < ycUI O 104 ycUI O 72 Criteria Very Good Good Fair Poor Very Poor Based on the criteria shown in table 4, the scores obtained from both validators fall within range of 136 < ycUI O 168, which corresponds to the AugoodAy category.
Therefore, the developed worksheet was categorized as good according both material expert validation.
Subsequently, the results of the validation conducted by media experts on the developed worksheet are shown in the table 5.
This media validation includes the quality of graphics on the worksheet and the suitability of the language used on the worksheets.
Table 5.
Score Calculation by Media Experts Number Media Expert First Validator Second Validator This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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Position Mathematics Education Lecturer Mathematics teacher Score Priwantoro.
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, 101 of 118 From table 5, the first validator who is a mathematics education lecturer focused on media, obtained a score of 150.
The assessment results from the second validator, who is a mathematics teacher, scored 139.
The interpretation of these scores was conducted using the Ideal Assessment Criteria presented in table 6.
Table 6.
Ideal Assessment Category Criteria for Material Experts Score Range of Media Experts ycU > 142.
6 < ycUI O 142.
4 < ycUI O 115.
2 < ycUI O 88.
ycUI O 61.
Criteria Very Good Good Fair Poor Very Poor Based on the Ideal Assessment Criteria shown in table 6, the score of 150 by the first validator falls within the range of ycUI > 142.
8 and categorized as Auvery goodAy.
Meanwhile, the second validator give score 139 which falls within the range of 115.
6 < ycUI O 142.
8 and is categorized as good.
Since both validators assessed the developed worksheet in categories equal to or higher than good, the worksheet met the minimum feasibility criterion in terms of media aspects.
Implementation At this stage, the researcher conducted trials in small classes and large These small class trials were attended by 10 students from class Vi of MBS Pleret.
The purpose of the small class trials was to determine whether there were still shortcomings in the development of the LKPD before conducting large class trials.
In these small class trials, there were no revisions, so they could be continued in the large class trials.
The large-scale trial involved 29 students from Grade Vi of MBS Pleret.
In this large-scale trial, no revisions were made because the LKPD was deemed satisfactory in This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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, 102 of 118 terms of content and media.
The following table of 7.
presents the results of the students' responses from both the small and large class trials.
Table 7.
Result of the Score Calculation of The Students Response for Small and Large Class Respondent Average of each class Small Class Large Class Based on table 7, the average score from the student response questionnaire in the small class trial was 113.
5, while the average score in the large-scale trial was 121.
To determine the category of each score, the results were interpreted using table 8.
Table 8.
Ideal Assessment Category Criteria for Student Response Score Range of Student Response ycUI > 117.
2 < ycUI O 117.
8 < ycUI O 95.
4 < ycUI O 72.
ycUI O 50.
Criteria Very Good Good Fair Poor Very Poor Based on the Ideal Assessment Criteria shown in table 8, the score of 113.
obtained from the small-scale trials falls within the range of 95.
2 < ycUI O 6 and its categorized as good.
Meanwhile, the score of 121 which from the large-scale trials falls within the range of ycUI > 117.
6 and is categorized as very good.
These results indicate that student responded positively to the developed worksheet and that the worksheet met the minimum feasibility criterion from the studentsAo perspective.
Overall, the developed worksheet met the feasibility criteria based on the assessments of material experts, media experts and student responses.
Therefore, the contextual worksheet integrated with QurAoanic values is considered feasible for use in learning SPLDV.
Evaluation Evaluation is the process of assessing the quality of student worksheet products to determine whether they can be used in the learning process.
The evaluation conducted is an evaluation of the results of validation by material experts, media experts, and student response questionnaires from the results This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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, 103 of 118 of trials of the student worksheet.
The assessment will be used as a reference to determine the feasibility of the student worksheet developed.
In the developed student-worksheet the content consists of activities 1 to 5.
In activity 1, students learn about SPLDV, in activity 2 students learn about solving SPLDV using the elimination method, in activity 3 students learn about solving SPLDV using the substitution method, in activity 4, students learn about solving SPLDV using the elimination-substitution method, and in activity 5, students learn about the application of SPLDV.
In each activity, problems are presented in the form of contextual stories and the steps to solve them.
At the end of each activity, students are asked to reflect on what they have learned.
Additionally, students are asked to briefly explain the exemplary qualities that can be drawn from the story and the presented QurAoanic verse to reinforce the QurAoanic values highlighted.
The QurAoanic values emphasized in Activity 1 are creativity, in Activity 2 are hard work, in Activity 3 are environmental concern, in Activity 4 are social responsibility, and in Activity 5 are honesty.
As we can see in this following figure 3.
Activity 1 Activity 3 Activity 4 Activity 2 Activity 5 Figure 3.
Initial Page of activity 1 to activity 5 This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
Matematika dan Pembelajaran, 14.
, 104 of 118 From figure 3, can be seen that activity 1 contains elements of creativity.
Islam appreciation of creativity is reflected in many verses of the Qur'an that encourage humans to think, reflect, and make thinking an important part of their lives, especially in relation to developing their inner potential.
The value of creativity was integrated because students were required to identify patterns and formulate mathematical models from contextual situations.
This process encourages students to generate ideas and represent real-world problems in symbolic forms.
Then activity 2 contains hard work, which can be applied when pursuing knowledge, seeking sustenance, and carrying out tasks in accordance with one's profession.
The value of hard work was emphasized because solving a SPLDV using the elimination method requires persistence, accuracy and repeated procedural steps.
In activity 3, environmental care was integrated through contextual problems related to environmental issues, allowing students to connect mathematical concepts with environmental awareness.
Meanwhile in activity 4 about social responsibility, and these characteristics are important to instill and nurture in students through schools, the home environment, and the wider community.
The value was emphasized because student worked collaboratively to solve problems and evaluate solution strategies, fostering responsibility toward group learning outcomes.
The last, activity, honesty, was integrated because students were required to interpret solutions and present conclusions based on actual calculation results, thereby encouraging of QurAoanic values, which were pedagogically aligned with the learning objectives and learning activities in each section of the worksheet.
While the final part of the student worksheet includes an evaluation, answer keys for the practice questions and evaluation, and a list of references, as we can see in the following figure 4.
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Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
Matematika dan Pembelajaran, 14.
, 105 of 118 Evaluation Answer key Bibliography Figure 4.
Answer Key and Bibliography Figure 4 shows the final section of the student worksheet, which consists of an evaluation, answer key, and bibliography.
The evaluation was designed to provide opportunities for students to practice and reflect on the material learned, while the answer key helps students and teachers review the correctness of solutions.
The bibliography lists the reference sources that strengthen the academic validity of the student worksheet.
The material on the SPLDV in this study is presented by integrating the values of the QurAoan.
This integration is done by aligning the concepts of the material and the values being conveyed.
To determine the suitability of integrating QurAoanic values into the material, assessments were conducted by experts and based on the studentsAo responses.
The result of the assessment of the suitability of integrating QurAoanic value into the material is presented in the following table 9 Table 9.
Result of Suitability of Quran Values Integration in the Developed Worksheet Assessment Source Score Validity from expert Student responses From table 9, the mean score obtained from expert validation was 24.
5, and from student responses was 20.
The interpretation of these scores was determined using table 10.
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Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
Matematika dan Pembelajaran, 14.
, 106 of 118 Table 10.
Ideal Assessment Category Criteria for Suitability Quran Values Score Suitability of Quran Score Suitability of Quran Values Integration From Values Integration From Validator Student Responses ycUI > 25.
ycUI > 20.
Very Good 4 < ycUI O 25.
98 < ycUI O 20.
Good 6 < ycUI O 20.
02 < ycUI O 16.
Fair 8 < ycUI O 15.
06 < ycUI O 13.
Poor ycUI O 10.
ycUI O 9.
Very Poor Criteria Based on table 10, the score of 24.
5 from expert validation falls within the range of 4 < ycUI O 25.
2 and categorized as good.
Similarly, score of 20.
43 obtained from student response falls within the range 16.
98 < ycUI O 20.
94 with good category.
These findings indicate that the integration of QurAoanic values into the developed worksheet was considered appropriate and relevant by both expert validators and Additionally, student asked to provide responses regarding their perception of the contextual SPLDV material presented in the worksheet.
This assessment was intended to describe studentsAo perceived understanding of the material.
The results are presented in table 11.
Table 11.
Student Perceptions of Understanding of System Linear Equation Material Student Perception Score Small Class Large Class Table 11.
showed that students in both small and large class obtained scores of 35.
9 respectively.
The interpretation of these scores was determined using the criteria presented in the table 12.
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0 International License.
Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
Matematika dan Pembelajaran, 14.
, 107 of 118 Table 12.
Ideal Assessment Category Criteria for Student Perceptions of Understanding Score Range of Student Perception ycUI > 37.
6 < ycUI O 37.
4 < ycUI O 30.
2 < ycUI O 23.
ycUI O 16.
Criteria Very Good Good Fair Poor Very Poor Based on assessment criteria, both scores were categorized as good.
These findings indicate positive student perceptions regarding their understanding of contextual SPLDV material integrated with QurAoanic values.
The use of contextual problems may support students in relating mathematical concepts to real-life situations, which potentially contributes to their perceived understanding of the material.
According to Agustinsa et al.
, worksheets designed with contextual principles improve student problem-solving abilities, understanding (Fitriani et al.
, 2.
, and learning outcomes (Lituanas & Dela Cruz, 2.
The Development of this worksheet was motivated by the absence of mathematics lesson worksheets integrated into Al-QurAoan.
Meanwhile.
MBS schools are boarding schools, so it is necessary to demonstrate that the mathematics learning process can also be related to QurAoanic values in accordance with the schoolAos existing curriculum.
According to Mutijah .
Winarso & Wahid .
, a learning process that contains or includes the values of QurAoan may support student engagement and academic learning outcomes.
In the process of developing this worksheet, the first step was an analysis conducted through questionnaires and interviews with the students and teachers.
The results showed that 89% of students stated that they needed a worksheet, and 68% of students needed a worksheet integrated to QurAoanic values.
From these results, it is clear that the majority of students stated the need for worksheets as a supporting medium to help them identify and understand the relationship between mathematics and QurAoan.
According to Kamilah & Suprihatiningrum, .
students enjoy learning related to religious and ethical values because such learning can create varied and This work is licensed under a Creative Commons Attribution-NonCommercial 4.
0 International License.
Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
Matematika dan Pembelajaran, 14.
, 108 of 118 enjoyable lessons.
The previous research said that students gave positive response (Roy et al.
, 2.
and improved learning outcomes (Chandra et al.
, 2.
when using worksheets integrated with Quran values.
In addition, the material focused on developing the worksheet of the SPLDV.
Based on questionnaire given to students, 54% of students reported difficulty understanding the materials.
This was traced back to the reasons students found the material difficulty thru interview with the teachers, who stated that the students still made mistakes when transforming contextual problems into equation Students make mistakes in the procedural steps for solving a SPLDV (Samnur Saputra et al.
, 2.
, especially in the final step (Afriadi, 2.
At the design stage, the researcher carried out four main activities.
there area:
collecting references (Winarso & Wahid, 2.
, outlining (Fodouop Kouam, 2024.
Trianto, 2.
designing worksheet content (Sun, 2.
, and preparing assessment instrument (Dick et al.
, 2015.
Sun, 2.
The material SPLDV was then organized into five learning activities, from basic concepts to application, resulting in a stepby-step design.
This pattern helps students learn progressively, meaning they understand the concept first, then learn the solution methods such as elimination, substitution and combination of elimination and substitution, then finally work on application problems.
The complete worksheet structure, starting from the cover to bibliography and author biographies (Siahaan & Siahaan, 2.
, indicates that the product is designed as a complete teaching material, not just an exercise sheet.
Additionally, the development of assessment instrument for material experts, media experts and student responses ensures data-driven evaluation and quality control of the worksheetAos feasibility.
At the worksheet development stage, it was created using Canva and Microsoft word, supported by reference searches.
The use of Indonesian language according to EYD rules is a primary concern because readability is crucial for the effectiveness of worksheet for junior high school students (Ika Febriana et al.
, 2024.
Sudiati, 2.
Then, the use of digital devices strengthens the graphics and layout aspects, making the worksheet more engaging compared to previous school This work is licensed under a Creative Commons Attribution-NonCommercial 4.
0 International License.
Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
Matematika dan Pembelajaran, 14.
, 109 of 118 learning materials, which tended to be monotonous.
And the graphical aspect can make learning interactive and immersive (Sari et al.
, 2024.
Tiara et al.
, 2.
The result of the material expert validation showed an average score of 161 with a good category, indicating that the material is relevant, systematic, and aligned with learning objectives, and was assessed from academic and practical perspectives through the involvement of mathematics education lecturers and school teachers.
Media expert validation received a very good category with an average 144,5 which indicates that the appearances, design and readability of the student worksheet are very suitable and have the potential to increase student interest in understanding mathematics (Jamal & Dwidarti, 2025.
Setyaningrum & Waryanto, 2.
The trials were conducted in small classes with up to 10 students and large classes with 29 students.
In the research and development procedure, small classes serve to detect initial shortcomings before wider implementation (Juhana et al.
The results of the small class trial showed a good response with an average of 113, 5, followed by the larges class trial which yielded a very good response with an average of 121.
The improvement in response from good to very good indicates that the students responded positively to the developed worksheet (Baharuddin et , 2.
Furthermore, the worksheet may support students in understanding mathematical concepts through structured learning activities (Anggraini & Susilowati, 2.
and help them follow learning steps in a more structured way (Karuniawati & Wulantina, 2025.
Roy et al.
, 2.
The evaluation stage emphasizes assessing product quality based on expert validation and student responses, while also illustrating the worksheet content integrated to QurAoanic value.
The worksheet contains five learning activities arranged in a step-by step manner and relevant to the characteristic of linear system.
This can strengthen the essence of the material by facilitating studentsAo ability to transform contextual problems, especially daily routine in mathematical models (Nurhalizah et al.
, 2023.
Wijayanti & Loviana, 2.
Integrating the values of the QurAoan into every activity becomes the unique strength of the product, namely This work is licensed under a Creative Commons Attribution-NonCommercial 4.
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Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
Matematika dan Pembelajaran, 14.
, 110 of 118 creativity, hard work, environmental awareness, social responsibility, and honesty.
This value mapping shows that the worksheet is not only oriented toward cognitive achievement, but also supports character education through reflection at the end of activity and encourages linking the examples form the stories and verses presented.
This aligns with Hasanah S.
et al.
& Pujilestari et al.
, who stated that using Islamic narratives can improve understanding and encourage perseverance in solved some problems.
The research that has been conducted certainly has several limitations, including the limited variation of schools used in both small and large classes, which is still limited to the characteristics of students at MBS Pleret.
Additionally, the developed worksheet is not technologically integrated, whereas many students today have a greater interest in technology.
Also, although qualitative data is presented in this research involving feedback from validators, teachers and students, the in-depth analysis of students understanding in facing contextual problems related to the values of the QurAoan is not yet very thorough.
The limitations of this research can be used as a consideration for the next research, including the existence of studies that developing media integrated with QurAoan values but within the cultural context of a region or area, thus leading to diversity in the schools that will be the subjects of research and increasing the generalizability of the research result.
Not only that, but integrating media into technology is also an important part, considering that current students are very proficient in the digital In-depth qualitative research can also be conducted to examine studentsAo thinking processes in interpreting contextual mathematics problems integrated into the Quran Value.
CONCLUSION
This study developed contextual worksheets integrated with the QurAoanic value for material Systems of Linear Equation in Two Variable (SPLDV) using ADDIE model.
The contextual student worksheet was validated by material and media validator, achieving scores of 161 and 144.
5, respectively, which are This work is licensed under a Creative Commons Attribution-NonCommercial 4.
0 International License.
Priwantoro.
Triyoga.
Fahmi.
Development of Contextual Student Worksheet.
Matematika dan Pembelajaran, 14.
, 111 of 118 categorized as good and very good.
Meanwhile.
, the result of the student responses from both small and large classes were 113.
5 and 121, which were categorized as good and very good.
Furthermore, the assessment of the suitability of integrating QurAoanic value into the material yielded scores of 24.
5 and 20.
43, both of which fall into the good category.
Moreover, the student also reported positives perceptions regarding their understanding of the contextual SPLDV material integrated into the QurAoanic value, with score 35.
9 and 36.
9, which are in the good This research has developed contextual worksheet that integrate QurAoanic value and implements them in learning process.
This worksheet has been customized to the characteristics of students at MBS Pleret, making it easier to learn mathematics, especially in topic SPLDV.
The contextual principles present in the worksheet allow students to connect the material with the context of daily life, which aligns with the QurAoanic value.
Further research that can be conducted is to develop a contextual worksheet linked to local wisdom and integrated with QurAoanic values to broaden the scope of the subject and the use of the worksheet.
REFERENCES