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Jurnal Pendidikan Sains

Abstract

This study is grounded in the need to address the limitations of probability learning that is often procedural, decontextualized, and disconnected from students’ cultural and religious values. It aims to develop a comprehensive understanding of how local cultural contexts and Islamic values can be systematically integrated into mathematics e-modules, particularly for probability learning, and to formulate structured design principles and quality indicators for their development. This paper adopts a Systematic Literature Review (SLR) approach by analyzing empirical studies published between 2020 and 2025, using a structured selection process involving identification, screening, eligibility, and inclusion stages. A total of 11 high-quality articles were selected and analyzed through thematic analysis to identify recurring patterns, pedagogical strategies, and design frameworks. The findings reveal that effective integration of Islamic values occurs through contextual narratives, activity-based implementation, and value-integrated assessments, supported by approaches such as Realistic Mathematics Education (RME) and ethnomathematics. Key values such as honesty, justice, and responsibility are meaningfully embedded within probabilistic concepts, including sample space, relative frequency, and conditional probability. Furthermore, the integration of interactive digital features enhances students’ conceptual understanding, motivation, and ethical awareness. In conclusion, culturally contextual and value-integrated probability e-modules provide a promising approach to improving both cognitive and affective learning outcomes. This study contributes by proposing a coherent conceptual framework and practical design guidelines for developing mathematics e-modules that are pedagogically meaningful, culturally relevant, and ethically grounded.

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85

Last Page

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