Bridging Islamic Values and Mathematical Habits of Mind: A Systematic Review of Character Development in Mathematics Education
DOI:
https://doi.org/10.30736/reforma.v16i2.1482Keywords:
Character Development, Islamic Values, Mathematical Habits of Mind, Mathematics Education, Systematic Literature ReviewAbstract
The integration of Islamic values into mathematics education has been explored as an approach to character development, yet the conceptual relationship between Islamic values and Mathematical Habits of Mind (MHoM) remains insufficiently specified. In particular, it is unclear how specific Islamic values correspond to mathematical dispositions and how these dispositions may provide opportunities for enacting values in ways relevant to character development. This study systematically reviewed the literature to map these relationships and develop an integrated conceptual framework. Following PRISMA guidelines, a systematic literature review was conducted using Google Scholar, ERIC, and Springer, resulting in 35 studies published between 2015 and February 2026. The studies were manually coded and thematically synthesized to identify recurring Islamic values, MHoM dimensions, and their conceptual relationships with character development. Six Islamic values emerged: ṣidq, amānah, istiqāmah, mujāhadah, tafakkur, and muḥāsabah. Among MHoM dimensions, persistence/perseverance was most frequently identified (10 studies; 28.6%), followed by reflective thinking/metacognition and reasoning/justification (eight studies each; 22.9%). However, only three studies (8.6%) explicitly examined the combined relationship among Islamic values, MHoM, and character development. The synthesis suggests that existing research more often addresses value integration or MHoM separately than investigates their intersection. The proposed framework explains Islamic values as the ethical–spiritual orientation of mathematical activity, MHoM as the dispositions through which these values may be enacted, and character development as a potential outcome of sustained enactment and reflection. By distinguishing these complementary roles, the framework provides a basis for designing and empirically testing mathematics education that connects mathematical thinking with ethical–spiritual character development.
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