Integrating Computational Thinking and Islamic Values in Geometry Learning: Effects on Pre-Service Primary Teachers’ Conceptual Understanding
Keywords:
Computational Thinking, Geometry, Islamic Values, MathematicsAbstract
This study examines the integration of computational
thinking and Islamic values in geometry learning for Primary
School Teacher Education (PSTE) students. Using a
quantitative descriptive approach, the research involved 70
PSTE students at Universitas Islam Riau. Data were collected
through tests, observations, and interviews, and analyzed
using triangulation to ensure validity. This integration
significantly improves students’ conceptual understanding,
as reflected in the increase in post-test scores. The one
sample t-test yielded a significance value, confirming a
meaningful difference between pre- and post-test results. In
addition, students internalized Islamic values such as
honesty, cooperation, and spiritual awareness during
learning activities. This study responds to the need for
educational models that balance cognitive skills and
character development. The integration of technology and
Islamic principles creates a holistic learning experience,
contributing to the development of competent, ethical, and
responsible future educators.
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