To produce graduates with new literacy skills, such as data literacy, technology literacy, and human literacy, combined with noble character, precise learning planning is essential. One such plan is the Semester Program Plan (RPS) integrated with Islamic values, aligning with the needs of Industry 4.0 graduates and the vision of the study program, faculty, and university. This study aims to develop an Islamic-integrated RPS that is feasible and effective for the Selected Topics in Junior High School Mathematics course. The research subjects were first-semester students of the Mathematics Education Study Program, Faculty of Teacher Training and Education (FKIP), Universitas Muhammadiyah Pringsewu Lampung, for the 2024/2025 academic year. The research employed the 4-D development model (Define, Design, Develop, Disseminate) by Thiagarajan. Data collection techniques included expert assessment sheets, observation sheets for learning implementation and student activities, student response questionnaires, and learning outcome tests. Data analysis was conducted using average scores and percentages. The findings of this study include four stages. In the define stage, data revealed that the characteristics of students include being closer to peers for sharing ideas and providing mutual support, being independent, and having a high curiosity about technological advancements. In the design stage, an RPS integrated with Islamic values was developed. In the develop stage, a feasible and effective RPS was obtained. In the disseminate stage, the RPS was used by the course instructor. With a feasible and effective learning tool integrated with Islamic values, it can enhance students' academic achievement and character development.

This study aims to determine the effectiveness of implementing video-based Information Technology learning on the learning outcomes of first-semester students in the Mathematics Study Program at Universitas Muhammadiyah Kotabumi. The research method used is a pre-experimental design with a one-group pretest-posttest model. The research sample consisted of 28 students. Data were obtained through pretest and posttest assessments, as well as a student perception questionnaire. The analysis results showed that the average pretest score was 56.82 with a standard deviation of 6.47, while the posttest average increased to 78.18 with a standard deviation of 6.79. The Shapiro-Wilk normality test indicated that the data were normally distributed, with significance values of 0.645 for the pretest and 0.151 for the posttest. The paired sample t-test produced a significance value of 0.000 (<0.05), indicating a significant difference between pretest and posttest scores. In addition, the analysis of student perception questionnaires showed an average score of 4.38, categorized as “strongly agree.” Thus, video-based Information Technology learning is effective in improving learning outcomes and receives a positive response from students.