DEVELOPING A SET MODULE WITH A GUIDED INQUIRY AND TAHFIDZUL QURAN TO IMPROVE STUDENTS’ CRITICAL THINKING

This research aimed to develop a set module with a guided inquiry and Tahfidzul Quran (Quran memorization) to improve students' critical thinking. This research was a Research and Development (R&D) based on the ADDIE Model with a one-group of pre-test and post-test design conducted for Year-7 students at an Islamic Boarding School in Malang, East Java. The subjects in this study were 12 students. Three aspects were present in this module development: process, quality, and effectiveness. The results of this study showed that (1) The development of the set module with a guided inquiry approach and the Tahfidzul Quran process refers to the ADDIE development model with the following steps: analysis, design, development, implementation, and evaluation; (2) The set module has a suitable quality of use as the learning module satisfying the aspects of content, presentation, language, graphics, and tahfidz; (3) The use of the set module with the guided inquiry approach and Tahfidzul Quran is effective in improving students' critical thinking. The students’ responses to the learning module were positive. In conclusion, a set module developed with the guided inquiry and Tahfidzul Quran to improve students' critical thinking has fulfilled the rules of process, quality, and effectiveness.


INTRODUCTION
One effective, efficient, and relevant media in learning mathematics is a module (Sari, Farida, and Syazali, 2016). Teaching materials designed in module forms have more value than ordinary printed books (Diana et al., 2018a). A module promotes independent learning so that its use can be performed with or without a facilitator or teacher (Lasmiyati, 2014).
However, the current learning module has not raised awareness and students' ability to manage their thinking (Syahrir & Susilawati, 2016). The existing module also has several shortcomings, including: (1) it does not facilitate students to express their ideas so that it makes students feel difficult to adjust with the 2013 curriculum learning method; (2) it does not facilitate students to carry out active learning activities (scientific approach); (3) the module content is difficult to understand; and (4) it does not make students feel easier to adjust (Nikmah et al., 2016).
Based on the description above, educators should develop their modules to minimize the shortage of modules. The advantages of the modules developed by educators are that educators can adapt to the students' characteristics, including the stages of student development, the initial abilities that have been mastered, interests, family background, and so on (Khayati et al., 2016). In addition, educators can also answer or solve students' problems or difficulties in teaching that have been experienced before (Prendergast et al., 2017). A mathematics learning module that educators can develop themselves is a module that uses a guided inquiry approach (such as the modules with a guided inquiry approach developed by (Afandi, 2013) and a module integrated with the Quran (such as Sattriawan & Sutiarso, 2017;Kenedi, Helsa, Mansur, Hendri, & Nelliarti, 2018). "The material of teaching that simultaneously involves the related Qur'an verses can make students realize and believe in the oneness of Allah and the truth of the Qur'an as the guide of a Muslim (Sudirman & Asriadi, 2018). The guided inquiry approach is an approach to teaching that provides direct learning experiences, involves activities, and invites students to carry out experimental activities in the form of guided discovery (Suryaningsih et al., 2016). The guided inquiry approach can improve students' conceptual understanding (Almuntasheri et al., 2016).
In addition to helping students understand the concepts, the guided inquiry approach emphasizes critical thinking processes (Afandi, 2013). The ability to think critically is one of the goals of learning mathematics (Maričića & Špijunovićb, 2015). Critical thinking processes are part of higher order thinking skills that involve reasoning and logic to solve problems (Arsal, 2015;Fuad, Zubaidah, Mahanal, & Suarsini, 2017). Therefore, students can master mathematics well (Winarso & Dewi, 2017). The Qur'an, which consists of verses, can be used as materials for learning mathematics and the process of memorizing the Qur'an.
For example, a surah consisting of several verses can be presented randomly, and students can sort them correctly. Likewise, students can also combine scrambled fragments of verses into a complete version. The process of sorting verses and combining fragments of verses requires students to think critically.
Critical thinking is also considered a combination of attitudes, knowledge, and skills (Arsal, 2015). The skills that must be possessed include listening and reading carefully, looking for and getting hidden assumptions, and exploring the consequences of a statement (Sulistyowati, 2015). Critical thinking in mathematics learning is important because students become more confident and easily adapt to math problems (Marfuah & Subanti, 2016).
Besides, the need for critical thinking skills is due to the influence of the development of science and technology, which is currently developing very rapidly (Pradana et al., 2017).
Regarding critical thinking as the goal of learning mathematics, activities to develop critical thinking skills have not received full attention from teachers and students (Marfuah & Subanti, 2016).
A module that integrates mathematics learning with the Quran is also fundamental so that the essence of mathematics learning can be understood and applied appropriately (Nasution, 2017). Mathematics learning which is carried out by embedding the concept of the Quran, can also improve students' positive attitudes and great mathematical abilities; this is because the Quran is a guide for Muslims (Kenedi et al., 2018). Knowledge of the Quran is not limited to knowledge of one thing only; but it includes comprehensive knowledge of 'haq' or truth and is recognized by nature, reason, and revelation (Che et al., 2017). Research also shows that the mathematical concepts in the Quran include: algebra, geometry, sets, measurement, statistics, logic, estimation, and others (Nasution, 2017).
Many studies on module development with guided inquiry and integration with the Qur'an have been conducted. For example, the development of a guided inquiry module related to the conceptual understanding (such as Diana, Netriwati, & Suri, 2018b) related to teacher and students' responses (such as Mardiah, Widyastuti & Rinaldi, 2018). Besides, integrated module development using the Quran related to the conceptual understanding (such as Kurniati et al., 2018), related to teacher and students' responses (such as Kenedi et al., 2018), and related to the character of the students (such as Masduki, Khotimah, Sutarni, Toyib, & Kholid, 2015) have also been performed. The development of a module that integrates both guided discovery and the Quran has also been carried out (Diana et al., 2018b). However, the development of a module with a guided inquiry approach and integrated with the Quran as the material presentation adjusted to the process of Tahfidzul Quran has not been carried out. In this study, the researcher adds an approach to presenting the material in the module using the Tahfidzul Quran process.
The module developed is targeted to students in the tahfidz class, and it is integrated with the Tahfidzul Quran program to make significant differences regarding the development process. Tahfidz education is one of the developing education practices that gain attraction in Indonesia today (Nugroho, 2016). It has been reported that hafiz students tend to perform very well in academic subjects, such as mathematics, languages, science, and religious subjects (Hassan et al., 2015).
In developing this module, validation is also done by the tahfidz teacher to see the effectiveness of the process of memorizing Quran and its analysis. Given that learning mathematics in Islamic schools or the Tahfidz class still uses teaching materials as in a general class, classroom learning is the same as there is no innovation. Therefore, it appears that mathematics learning is separated from the Tahfidz program and does not support students' memorizing power in memorizing the Quran. Hence, it is essential to develop a module in the Tahfidz class that integrates the Tahfidzul Quran program with a guided inquiry approach to make learning mathematics more meaningful. Accordingly, the objectives of developing this module are: (1) To analyze the process of developing a set module with a guided inquiry approach and the process of Tahfidzul Quran to improve critical thinking; (2) To analyze the quality of the set module with a guided inquiry approach and the process of Tahfidzul Quran in terms of content feasibility, presentation feasibility, linguistic feasibility, graphic feasibility, and eligibility for Tahfidz students; (3) To analyze the effectiveness of using the set module with a guided inquiry approach and the process of Tahfidzul Quran to improve students' critical thinking.

METHOD
This study is a Research and Development (R&D) research using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) adopted from Ula & Fadila (2018), as presented in Figure 1. The research design used a one-group of pre-test and post-test design. Before the treatment was given, the samples (12 students) were given a pretest. At the end of the study, the samples were also given a post-test. The research was conducted at one of the Islamic boarding schools in Malang, East Java. The research subjects were Year-7 students of tahfidz, particularly those who took part in the Quran memorization program. Figure 1. Module development procedure based on the ADDIE model Adopted from Ula & Fadila (2018) The analysis phase began see Figure 1 with a needs analysis, curriculum analysis, and analysis of the Tahfidzul Quran program. The design stages are: (1) designing the module structure, starting from the opening, the content, and the closing parts; (2) determining module specifications, of which goal is to make the module more specific and directed when it is developed; (3) compiling assessment sheet, both for the validator team and student questionnaires after participating in learning using the module. The module development stage was carried out in three steps: (1) drafting the module according to the design and specifications; (2) validating the module. Three validators validated the module.
The aspects that were validated included content, presentation, linguistics, and graphics. In the aspect of content, the validation was carried out by mathematicians to assess the accuracy of the materials; also, by Tahfidz experts to assess the accuracy of the verses and suitability for students.; (3) the revision phase was carried out to improve the module based on the validator's suggestions.
Validity testing of the module used a questionnaire with an assessment of 5 scales. 1 = poor; 2 = fair; 3 = good; 4 = very good; 5 = excellent. The score obtained from the validator in each aspect was then calculated. The percentage of eligibility was estimated using the following formula (Diana et al., 2018a): Where P = percentage of eligibility Then, the percentage results obtained from the validator were categorized into very feasible, feasible, quite feasible, less feasible, and very less feasible. It was indicated when the P-value met the following criteria in sequence > 84%, 68% < ≤ 84%, 52% < ≤ 68%, 36% < ≤ 52%, and ≤ 36%, respectively.
Furthermore, the implementation stage was carried out to test the effectiveness of the module. At this stage, the implementation focused on limited trials. The limited trials were conducted in 7 meetings. The subjects consisted of 12 students of Year-7. Essay tests with four questions were given to the students in both pre-test and post-test. These tests were given to measure the students' critical thinking skills. In addition, a questionnaire containing ten statements was also given to the students to obtain student responses towards the module.
The obtained data were analyzed using qualitative descriptive analysis technique and quantitative descriptive analysis technique that described the results of students' responses and the pre-test and post-test analysis. The score of the students' Critical Thinking Ability referred to Haryani (2011), the results are presented in Table 1. The average score of students' critical thinking skills was categorized based on Suarsana and Mahayukti (2013) guidelines in Table 2. Based on the data analysis, the module use can be said to be effective if they meet the following requirements: (1) The results of the student response percentage are at least in the good category; and (2) Students' critical thinking skills at the minimum post-test score are in the high category.
The evaluation step aimed to evaluate the results of the use of the module in a limited test. The evaluation form results were revised after examining the results of the student responses and the effectiveness of the developed module. The revision aimed to meet the needs or goals that were not achieved when the module was implemented.

Analysis Phase
The needs analysis was carried out by direct observation in the Tahfidz class. Based on the observation, teaching and learning mathematics activities in the Tahfidz class were the same as activities carried out in the regular class (non-Tahfidz). Mathematics learning in the classroom did not involve any integration with the Tahfidz program or anything related to the Quran. The needs analysis was carried out by interviewing the mathematics teacher in the Tahfidz class. Based on this needs analysis, the development of a special module for students who take part in the Tahfidz program needs to supplement more interesting learning.
It is also in accordance with the student characteristics. The next analysis activity was curriculum analysis. This stage was carried out by analyzing the sub materials, Core Competencies, and Basic Competencies in the set materials of grade 7 at the odd semester.
Based on the analysis, there were several sub-materials in the set material, including the definition of a set, set notation, set members and non-members, zero and zero sets, universal set, set cardinality, set relations that include subsets, power sets, and two similar sets.
The last analysis stage was the analysis of the Tahfidzul Quran program. This stage was carried out by conducting direct interviews with the Tahfidz teachers. Based on the interview result, the Quran memorization for grade-7 students started from juz 30, Surah Al-Ikhlas. The memorization activities were carried out both inside and outside the classroom, four times a week, from Monday to Thursday to make deposits. The murojaah activities were done at the beginning of each meeting for 15 minutes together. The students' weakness so far was that most of them memorized the Quran only when they were to make deposits, but when they were asked again several weeks later, they usually halted and even forgot the verses. Based on this analysis, the module on the set material was to be developed to assist the students' murojaah process simultaneously.

Design Stage
The results of structuring the module can be seen in Figure 2. In this second stage, the module was designed and developed according to the previous analysis results. In this stage, the elements needed in the module, such as the preparation of a module map and a module framework, were also determined. The researchers also collected references for the content of the module and developed the instruments to assess the developed module. The instruments were prepared by taking into account the aspects of the module assessment. The instruments were a module assessment sheet and response questionnaires. Furthermore, the instruments were to be validated to obtain valid assessment instruments.

Development stage
The module was developed referring to the components in the design, using Microsoft Office Word 2013 software and the verses of the Quran using the Quran in Microsoft Word software 32-3.0. After developing the module draft, it was validated by the validator team. The validator team consisted of a mathematics lecturer, a mathematics teacher, and a Tahfidz teacher. Figure 3 contains   Validation is carried out to determine whether the developed module is feasible or needs improvement before testing (Haryati, Hartoyo, & Nursangaji, 2019). Further, the revision aims to perfect the module according to suggestions and input from the validators to maximize the usefulness of the module for students during the learning process ( (Novianti, Hartoyo, & Nursangaji, 2021)). It is also in line with the research and development conducted by (Rosnanda, Sarwanto, & Aminah, 2017), who stated that the validation and revision process is critical to obtain suggestions and inputs for the module development, especially in the aspects of the material module design and language use.

Implementation Stage
The module implementation through limited trials was carried out in one week (7days-of-learning). The limited online trials generally started by distributing the module relevant to the material five minutes before the learning activity began through the WhatsApp group. The learning activity took place for 2 × 40 minutes, or 80 minutes. The learning activity was conducted using Google Meet with greeting, a brief explanation of the learning objectives, and student motivation. The core learning then followed it following the steps of the guided inquiry approach in the module. Next, it continued with the test to check the students' conceptual understanding and murojaah (repeat memorization) test of the Quran together. Finally, reflection and closing were carried out at the end of the class. After the learning activities were completed in 7 days, each student was given a questionnaire and post-test questions. The questionnaire contained the assessment of the learning effectiveness using the module. The result of this implementation phase was a questionnaire filled out by the students. The student questionnaire and post-test (see the results in Table 4 and Table 5) were then analyzed as the input for the module revision.

Evaluation Phase
The activity carried out at this stage was revising the final module. The revision referred to the student questionnaire and post-test results, and the module did not require revision. Thus, it can be used as a learning resource for SMP / MTs (Islamic Junior High School) students of the tahfidz program in the set material for Year-7. The results of the questionnaire showed that the students enjoyed using the module with very good student responses. Besides, the students also experienced some improvements in their critical thinking abilities as measured by their post-tests.

Approach and the Tahfidzul Quran Process
The results of the assessment of each aspect are shown in Table 3. Based on the table above, the average aspect assessment in the module is in the feasible category. It shows that the module with a guided inquiry approach and the process of Tahfidzul Quran can be used as teaching materials for learning mathematics.

Inquiry Approach and the Tahfidzul Quran Process to Improve Students' Critical Thinking
The effectiveness of using the module can be determined through a limited trial of 12 students in the high, medium, and low categories. The data were obtained through a questionnaire and the results of the students' pre-test and post-test. The results of the student questionnaire are presented in Table 4. Based on the table above, it can be identified that the student's responses to the questionnaire after being calculated showed a percentage of 90%. It proves that the module has a very good response rate, and it means that students were happy and interested in the development of the module and showed a positive influence on the learning process.
Furthermore, the average score of students' critical thinking skills at the pre-test and posttest can be examined in Table 5. Based on the table above, the students' post-test scores are in a very high category.
Consequently, after adjusting the results of the students' questionnaires as well as the pretest and post-test with the requirements of the effectiveness of using the module, it can be argued that the use of a set module with a guided inquiry approach and the process of Tahfidzul Quran effectively improves the students' critical thinking. The results of this research and development are in line with the study results by Pratama & Ashadi (2019), who argued that the module with a guided inquiry approach could improve students' critical thinking skills.

CONCLUSION
It can be concluded that the development of a set module with a guided inquiry and Tahfidzul Quran to improve students' critical thinking has been carried out according to the target (fulfilling the rules of process, the quality, and the effectiveness). It can be seen from the following aspects: The development of a set module with a guided inquiry approach and the Tahfidzul Quran process refers to the ADDIE development model with the following steps: Analysis; Design; Development; Implementation carried out by focusing on the limited trial stage; and Evaluation. The set module with the guided inquiry approach and the Tahfidzul Quran process in this research and development has fulfilled the quality of use as the learning module is based on content, presentation, language, graphics, and tahfidz. The minimum eligibility percentage was obtained by 77% with a decent category and a maximum of 90% with a very worthy category. The use of a set module with a guided inquiry approach and the Tahfidzul Quran process is declared to be effective in improving students' critical thinking. The students' responses have reached the very-good category, and the measured abilities have reached at least the high category.