Pendampingan Pembelajaran Matematika Berbasis Kisah Al-Qur'an untuk Meningkatkan Motivasi Belajar Siswa TPQ AR Royyan, Kabupaten Badung, Bali

Latar belakang: Pembelajaran matematika seringkali dianggap sebagai beban bagi siswa usia sekolah dasar karena penyampaiannya yang abstrak dan kaku. Di sisi lain, lingkungan Taman Pendidikan Al-Qur'an (TPQ) memiliki potensi besar sebagai wadah belajar namun seringkali terbatas pada aspek literasi baca-tulis Al-Qur’an saja. Terdapat kesenjangan pemahaman bahwa matematika dan nilai spiritual adalah dua hal yang terpisah. Tujuan: Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan motivasi belajar matematika siswa TPQ melalui pendekatan naratif berbasis kisah-kisah dalam Al-Qur'an, sehingga siswa mampu melihat korelasi antara ilmu agama dan ilmu logika. Metode: Pelaksanaan program menggunakan metode pendampingan interaktif dengan teknik storytelling-based learning. Kegiatan meliputi penyampaian kisah (seperti kisah Ashabul Kahfi dan Bahtera Nabi Nuh), identifikasi unsur numerik dalam kisah tersebut, serta penyelesaian tantangan matematika yang menyenangkan (fun-math challenges). Hasil: Hasil kegiatan menunjukkan adanya peningkatan signifikan pada aspek motivasi belajar siswa. Berdasarkan observasi dan angket sederhana, siswa menunjukkan antusiasme yang lebih tinggi dari 38.3% menjadi 81% dibandingkan metode konvensional. Siswa mulai memahami konsep waktu, himpunan, dan pengukuran melalui analogi kisah islami, serta hilangnya persepsi negatif terhadap matematika sebagai mata pelajaran yang menakutkan. Kesimpulan: Integrasi kisah Al-Qur'an dalam pembelajaran matematika terbukti efektif menjadi katalisator motivasi belajar siswa TPQ. Direkomendasikan bagi pengelola TPQ untuk menyisipkan materi numerasi berbasis agama dalam kurikulum tambahan, serta pendekatan membangun karakter religius dalam pembelajaran umum.
Kata kunci: kisah Al-Qur'an, matematika, motivasi, pendampingan, TPQ
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Abstract
Background: Mathematics is often perceived as a burden by elementary school students because of its abstract and rigid presentation. On the other hand, Islamic Non-Formal Education Center (TPQ) environments hold great potential as learning centers but are often limited to Quranic literacy. There is a prevailing gap in understanding in which mathematics and spiritual values are seen as two separate entities. Objective: This community service activity aims to increase the mathematics learning motivation of TPQ students through a narrative approach based on stories from the Quran, enabling students to see the correlation between religious knowledge and logical reasoning. Method: The program was implemented using an interactive mentoring method with storytelling-based learning techniques. Activities included storytelling (such as the stories of Ashabul Kahfi and Noah’s Ark), identifying numerical elements within these stories, and solving "fun-math challenges." Result: The results showed a significant increase in student learning motivation. Based on observations and simple questionnaires, student enthusiasm rose from 38.3% to 81% compared to conventional methods. Students began to grasp concepts of time, sets, and measurement through Islamic story analogies, leading to the erosion of negative perceptions of mathematics as a daunting subject. Conclusion: The integration of Quranic stories into mathematics learning has proven effective as a catalyst for student motivation in TPQ. It is recommended that TPQ administrators incorporate religion-based numeracy materials into supplementary curricula and adopt approaches that build religious character within general subjects.
Keywords: Quranic stories, mathematics, motivation, mentoring, TPQ