A Systematic Literature Review on Al-Quran Based Pedagogical Approaches in Mathematics Teaching

Abstract

Integration of Islamic values in mathematics education has gained increasing attention, with Qur’an-based pedagogical approaches serving as a means to foster both cognitive development and character formation among learners. However, existing research aimed at achieving this integration remains vague and limited, particularly in terms of pedagogical strategies and their implications for mathematics teaching. This gap underscores the need for a systematic review to consolidate current evidence and identify effective practices. This bibliometric study seeks to identify the most widely applied educational practices in this field, by tracing current Qur’an-based pedagogical strategies in mathematics teaching. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the study employed predetermined inclusion and exclusion criteria using the Dimensions.ai database, through a specialized search query that incorporated terms related to mathematics, the Qur’an, and Hadith, resulting in a final corpus of 127 articles from 2015 to 2024. Quantitative analyses to examine publication trends were conducted using Microsoft Excel, VOSviewer, and RStudio. The main findings indicate that the Qur’an-based pedagogical approach in mathematics teaching is predominantly implemented through the meaningful contextual learning, use of innovative products, collaborative activity-based approaches, values- and character-based learning, exposure to the history of islamic education, and awareness of islamic economics. Nevertheless, there are variations in the level of integration, with most studies reporting implementation at the classroom level rather than alignment within the curriculum.This study concludes that Qur’an-based pedagogical approaches hold significant potential in diversifying mathematics pedagogy while embedding values. However, further empirical research with robust designs is required to strengthen the current evidence base. Future research is recommended to explore interdisciplinary frameworks, teacher professional development, and policy alignment to ensure sustainable implementation.