<p><em>Ethnomathematics has developed and made a major contribution to learning mathematics. One of them is in improving students' mathematical problem solving abilities. The purpose of this study is to explore the ethnomathematics contained in the Agung Jami' Malang Mosque as a means of student learning in improving problem solving skills. The research methods used are ethnography and quantitative. The research instrument is the human instrument, the researcher is directly related to the research, as well as collecting research data through observation, literature, documentation, and tests. In addition, researchers analyzed quantitative data that had been obtained from the results of trials on elementary school students. From the research that has been done, it is found that the ethnomathematics contained in the Agung Jami' Malang Mosque is in the form of geometric shapes, including rectangles, tubes, semi-circles and other geometric shapes. From the results of the trials that have been carried out, it was found that the problem-solving ability of students increased when working on problem-solving problems with the help of ethnomathematics found at the Agung Jami' Malang Mosque.</em></p>

This study aims to explore and identify the objects of architecture and ornaments Masjid Agung Kediri. In this study, the researcher used qualitative research with an ethnography approach. The instrument of this research is human instruments. The researcher is a primary instrument. As qualitative research with an ethnographic approach, the instrument of this study is the human instrument, the researcher as a primary instrument that can not be changed to someone else. The result of this research indicates that the shape, architecture, and ornaments Masjid Agung Kediri have ethnomathematics connecting with graph concept, such as mosque pillars contains line graph concept denoted by 𝑃 , prominent buttress contain cycle graph concept denoted by 𝐶 , ceiling contains cycle graph concept denoted by 𝐶 , ornaments contain wheel graph concept denoted by 𝑊 , decorative lights with three levels contain star graph concept in the first level denoted by 𝑆 , the second level denoted by 𝑆 , and the third level denoted by 𝑆 .

It should be realized that research on the integration of mathematics with Islam is numerous and varied. However, if explored more deeply related to research on how to teach integrated mathematics with Islamic nuances, it is still lacking. Therefore, this article will provide an idea or description of what teachers can do to teach mathematics integrated with Islamic values. This article aims explicitly to combine integrative mathematics learning with Islamic nuances with the Project-Based Learning model, namely on the volume material of cubes and blocks with the context of the two Gullah water fiqh. The research approach used in this research is qualitative with the type of literature study. This research was conducted by looking for theoretical references that are relevant to the problems found. The data is obtained from articles, books, and other documents that can describe the theory and information needed. The steps for implementing Project-Based Learning are as follows: 1) determining fundamental questions, 2) designing project plans, 3) compiling a project completion schedule, 4) monitoring project progress, 5) testing project results and 6) evaluating learning experiences. In conclusion, integrative mathematics learning with Islamic nuances can be combined with the Project-Based Learning model. The hope to be achieved is that, on the one hand, it can increase motivation to learn mathematics, but on the other hand, it can also hone the ability to analyze the problems that exist in religious life, especially Islam.

<p>Integrative mathematics learning is needed in the study of science and religion, especially in the madrassa and the Islamic University, to improve morality for all students in Indonesia. This study aims to examine the hadith regarding integers and integer operations in integrative mathematics learning. Mathematical learning is expected to increase students' religious knowledge and mathematical knowledge. The method used in this research is literature study. In the hadith, some integers are 1,2,3,4,5,6,7,8,9,10 and integer operations, namely addition, subtraction, multiplication, and division. The hadiths related to numbers and number operations are HR. Bukhari 40; 71; 15; 33; 1334; 1761; 1109, HR. Muslim 19; 1984; 1513; 1991, HR. Darmini 3174, HR. Ibnu Khuzaimah 301, and HR. Tirmidhi 565.</p>