Fostering Advanced Mathematical Thinking through Islamic Ethical Integration in Elementary Classrooms to Support Sustainable Development Goals (SDGs)
Keywords:
Advanced mathematical thinking, Deep learning, Islamic elementary students, Mathematical proof, Rahmatan lil alaminAbstract
This study investigates the potential of integrating Islamic
ethical values into heuristic problem-based learning to foster
Advanced Mathematical Thinking (AMT) skills among Islamic
elementary students. Using an explanatory sequential
mixed-methods design, the research involved 120 fifth-grade
students from Madrasah Ibtidaiyah in a metropolitan city in
Indonesia. The intervention employed the Heuristic
Problem-Based Learning integrated with the Triplet
Structure Model (HPbLTSM), emphasizing deep learning
through inquiry, abstraction, representation, creativity, and
proof. Results show that students with strong mathematical
dispositions significantly improved their AMT skills, while
even those with weaker dispositions benefited when ethical
and collaborative frameworks were embedded. The study
demonstrates that AMT is not exclusive to mathematically
gifted students and that integrating Islamic values (such as
ta’adub, musāwah, and taṭawwur wa ibtikār) enhances
cognitive, ethical, and social growth. The findings align with
the Sustainable Development Goals (SDGs), particularly SDG
4 (Quality Education) and SDG 16 (Peace, Justice, and Strong
Institutions).
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