Contextual–Spiritual Mathematics Learning through the Lompat Tali Dzikir Method at Madrasah Ibtidaiyah

Abstract

Mathematics learning in madrasah ibtidaiyah often encountered challenges due to the abstract nature of concepts and low student motivation, particularly in topics such as the Least Common Multiple (LCM). Many instructional approaches have not yet integrated cognitive, affective, and spiritual dimensions in a holistic way. This study explored the implementation of the Lompat Tali Dzikir (Jump Rope Dzikir) method in teaching LCM and examined its impact on students’ conceptual understanding, engagement, and the integration of spiritual values through traditional games. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation involving fifth-grade teachers and students.

The findings revealed that this method effectively enhanced students’ conceptual understanding and participation by transforming abstract material into concrete experiences while revitalizing traditional play. The integration of dzikir (Islamic remembrance) during learning also fostered calmness, focus, and positive character development. The results demonstrated that cognitive, affective, and spiritual dimensions can be harmoniously combined in mathematics instruction—an aspect rarely addressed in previous research. This study contributes to the growing body of research on contextual Islamic education by integrating traditional games with spiritual practice, offering a culturally grounded model for holistic mathematics learning in madrasah contexts. Furthermore, by revitalizing traditional play and embedding dzikr within educational practice, this study supports the sustainability of Islamic cultural and spiritual values. Such an approach resonates with eco-theological perspectives that emphasize balance, harmony, and sustainability within both human and moral environments.