Excavating Mathematical Concepts Within Alms Context: An Auto|Ethnographical Study

DOI

10.2991/assehr.k.201201.033How to use a DOI?

Keywords

Islamic mathematics, alms context, auto|ethnographical approach

Abstract

Mathematics and Islam are interconnected one another. Muslims need to apply mathematical knowledge in order to fulfil some Muslim obligations. One of the obligation in Islam is alms. This paper aims to portray the researcher’s experiences as a Muslim in implementing alms in order to look for dominant mathematical concepts regarding the implementation. The study uses an auto|ethnographical approach and literature study. The auto│ethnographical approach allows each participant including the researcher to dive back into the values of alms that are meaningful when becoming a teacher and an elementary school student. Through these two approaches, the results found that the context of alms can be used in learning mathematics. Mathematical concepts in the second-grade elementary school, namely, the addition and subtraction operations are the dominant concepts mostly emerging in all stories. Those concepts also can be found in the all 34 Quranic verses which contains the value of alms. Such an alms-based mathematics learning empowers students to be more aware of how to spend their money with sincerity to help others. The study suggested to use the context of alms within mathematics learning so that it can help to build up students’ good character.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Febriarsita E. Sasmita
AU  - Neni Mariana
AU  - Rooselyna Ekawati
AU  - Muhamad T. Yani
PY  - 2020
DA  - 2020/12/03
TI  - Excavating Mathematical Concepts Within Alms Context: An Auto|Ethnographical Study
BT  - Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2020)
PB  - Atlantis Press
SP  - 191
EP  - 198
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201201.033
DO  - 10.2991/assehr.k.201201.033
ID  - Sasmita2020
ER  -