Pemerintah provinsi Sumatera Barat mencanangkan program integrasi pendidikan al-Quran dan budaya alam Minangkabau pada setiap mata pelajaran di tingkat SMA/SMK. Untuk itu diperlukan pedoman pengintegrasian yang bersifat implementatif. Penelitian ini bertujuan mengembangkan dan menghasilkan bahan ajar berupa Lembar Kerja Peserta Didik (LKPD) matematika berwawasan al-Qur'an dan budaya Minangkabau yang memenuhi kriteria valid dan praktis untuk peserta didik kelas X. Penelitian ini menggunakan metode penelitian dan pengembangan. Model pengembangan yang digunakan adalah model 4-D dengan tahapan Define, Design, Develop dan Disseminate. LKPD hasil pengembangan diujikan terhadap satu kelompok peserta didik dan pendidik kelas X SMAN 2 Padang Panjang. Instrumen penelitian yang digunakan berupa: pedoman wawancara dengan peserta didik dan pendidik (pada tahap define dan develop), lembar analisis konsep/tugas, lembar validasi, lembar observasi, dan angket respon peserta didik dan pendidik. Analisis data kualitatif dilakukan dengan langkah: reduksi/kodifikasi data, penyajian data dan penarikan kesimpulan. Data kuantitatif berupa tingkat validitas dan praktikalitas, disajikan dalam bentuk persentase dan kategori. Penelitian ini menghasilkan LKPD materi sistem persamaan linier tiga variabel berwawasan al-Qur'an dan budaya Minangkabau. Permasalahan dan soalsoal disajikan menggunakan konteks budayaMinangkabau. Ayat-ayat al-Qur'an pada setiap LKPD terkait dengan materi yang dibahas. Hasil validasi ahli menunjukkan bahwa LKPD yang dikembangkan sangat valid dengan persentase kevalidan 84,27%. Respon peserta didik menunjukkan produk LKPD ini sangat praktis dengan persentase 89,03%. Sedangkan pendidik menilai LKPD ini praktis dengan persentase 80,2%. Jadi LKPD materi sistem persamaan linier tiga variabel berwawasan al-Qur'an dan budaya Minangkabau dapat digunakan dalam pembelajaran matematika kelas X.

Abstract

The study aims to develop cadre model in BinaKeluargaBalita (BKB). A research and development proposed by Plomp was used where the data taken from questionnaire, interviews, and focus group discussion. The finding of the study describes that the module is very valid and practical to be implemented for BKB activities in West Sumatra. The finding also shows that the integration of Islam and Minangkabau culture in BKB material is part of the Islamization effort in realizing a comprehensive Islamic education between parents, schools, and the community. It is recommended thatthe cadres have the authority and educate parents by giving the modules.

Several studies have acknowledged that using E-Modules can support the thinking and creative abilities of students to be able to learn independently and can also repeat lessons independently whenever students want. The e-module provided also contains about the sustainability of the Minangkabau custom that almost no one plays the traditional instrument, namely the rice stalk pupuik. Where is the rice stem fertilizer originating from the Payukumbuh, Lima Puluh Kota, West Sumatra. This one musical instrument is a musical instrument that has many characteristics in playing it, which has many meanings for each playing technique. This rice stem pupuik musical instrument was explained in the material of mechanical waves and sound waves from class 12 material. The game technique owned by the rice stem pupuik or the shrill sound emitted by the rice stem pupuik, was explained in learning about sound waves. From this, students will be made to think critically and creatively in finding out about the lessons of mechanical waves and sound waves which are owned by the rice stem pupuik musical instrument. The products provided in this study are very different from the E-Modules that have been made by previous researchers, namely the E-modules integrated with local wisdom of rice stem fertilizers originating from West Sumatra.

There are many letters in the Qur'an and hadith that support the learning process. The phenomenon that has surfaced at this time is the emergence of freedom in learning as a government policy that is applied to students. Learning is actually an educational process that one must go through in gaining knowledge. The problem of how to learn to get knowledge, there will be many ways-and that's the art of learning. Free learning may be an approach or method for their students in gaining knowledge. Likewise, independent learning is a new method or approach for a student in gaining knowledge. Freedom in learning is a learning perspective that must be adapted by both teachers and students in the current era, because it has become a policy. However, one thing that needs to be understood in the concept of education is that independent learning must also be adapted by the family, because after students return from school, of course further education becomes the authority of the parents. The question is in how to apply independent learning from a family perspective? What conditions should be met in the family when freedom of learning is applied?. This article tries to answer these two big questions by first explaining the concept of learning itself. Furthermore, the concept of family and its function in education is explained. The next discussion is about the application of freedom in learning of the family educational perspective and the last discussion is family resilience as a pillar in the freedom in learning approach in Indonesia.