Article Per Year (5 Year)
p-Index From 2021 - 2026
6.29
P-Index
This Author published in this journals
All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Riset Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama BIOEDUSCIENCE Transformasi : Jurnal Pendidikan Matematika dan Matematika Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Lingue : Jurnal Bahasa, Budaya, dan Sastra International Journal of Multidisciplinary: Applied Business and Education Research Jurnal Pengabdian Kepada Masyarakat Patikala Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat International Journal of Progressive Mathematics Education Jurnal Kolaboratif Sains Indonesian Journal of Research and Educational Review (IJRER) Pedagogy : Jurnal Pendidikan Matematika Sisfo: Jurnal Ilmiah Sistem Informasi Online Learning in Educational Research Borobudur Communication Review Indonesian Health Journal Scoring: Journal of Film Music Qawanin Jurnal Ilmu Hukum GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Engagement: Jurnal Pengabdian Kepada Masyarakat HAMKA INSIGHT Jurnal Government of Archipelago Balance: Jurnal Ekonomi
Ikram, Muhammad
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

Published : 49 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 49 Documents
Search

 1   2   3   4   5 
PRAKTIK MIXING CODE ARAB – INGGRIS DALAM LAGU (CALL HER RIGHT NOW) OLEH BAYOU: KAJIAN ANTROPOLINGUISTIK Suri, Nursukma; Ikram, Muhammad; Shihab, Alwi
Lingue : Jurnal Bahasa, Budaya, dan Sastra Vol. 7 No. 2 (2025): Language and Literature Studies
Publisher : LP2M IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/lingue.v7i2.12288

Abstract

This study aims to analyze the patterns and functions of Arabic–English code-mixing in Bayou’s song “Call Her Right Now” and to examine its social meanings using Michael Silverstein’s framework of indexical order. The research employs a qualitative approach, drawing on a literature review and textual analysis of the lyrics. The primary data consist of a lyric transcript verified against the audio recording, annotated for types of switching (e.g., insertion, alternation), and analyzed descriptively and interpretively based on principles of indexicality. The results show that the verses are mostly in English, which gives them a cosmopolitan style and serves narrative purposes. The chorus and post-chorus, on the other hand, are mostly in Arabic, which gives them emotional power and shows that they are authentic to the area. The inserted English phrase “call her right now” functions as a cohesive bridge and a marker of prestige. This study contributes by linking micro-linguistic findings on code-mixing in Arabic popular music to indexical order theory, thereby clarifying how linguistic elements construct hybrid identities. Further research is recommended using multimodal and ethnographic approaches (e.g., listener interviews, music video analysis, or corpus-based studies) to empirically test social reception and language-ideological dynamics
Development of Semiotic Assessment Instruments Based on Mathematical Literacy: Assessment Innovation in the Independent Curriculum Palayukan, Hersiyati; Ikram, Muhammad; Monguel, Landy Elena Sosa; Sari, Dilanalfita
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.8114

Abstract

This study develops a semiotic assessment instrument based on mathematical literacy as an innovative evaluation tool aligned with the Independent Curriculum. The research addresses the lack of instruments capable of comprehensively measuring students’ ability to interpret and apply mathematical symbols in meaningful contexts. Using the Borg & Gall Research and Development (R&D) model, the study followed systematic stages including needs analysis, design, expert validation, testing, and refinement. Data from 180 grade VIII students showed that 68.3% faced challenges in interpreting mathematical symbols, emphasizing the need for such an instrument. The developed instrument consists of 25 items categorized into symbol comprehension, conceptual interpretation, and contextual application. Expert validation indicated strong alignment (82–88%), with construct validity of 67% and a reliability coefficient of 0.78. Regression analysis demonstrated a significant positive correlation (r = 0.76, p < 0.01) between semiotic interpretation and problem-solving performance. Integrating Peirce’s semiotic theory and mathematical literacy principles, the instrument provides a holistic framework for evaluating students’ symbolic reasoning and supports curriculum goals focused on meaningful mathematical understanding.
Analysis of The Occurrence of Reversible Reasoning for Inverse Cases: A Case Study on The Subject Adjie Ikram, Muhammad; Purwanto; Parta, I Nengah
International Journal of Progressive Mathematics Education Vol. 1 No. 1 (2021)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v1i1.6635

Abstract

Background. Student reasoning in learning mathematics contributes significantly to the achievement of student mathematics learning outcomes. The main objective of this study is to investigate the process of reversible reasoning in students for inverse problems, in the case of Adjie (Ad). The research method used to reveal the reversible reasoning in Adjie's case using descriptive qualitative research methods. Sampling was carried out using purposive sampling technique where the research sample was selected based on reversible reasoning criteria. Retrieval research data uses the results of students' mathematical work, think aloud, interviews, and the components that cause reversible reasoning. The results of our study found that the process begins with an obstacle that causes Ad to be unable to continue the resolution process, resulting in a metacognition process by analyzing the problem again analytically and developing other heuristic strategies. Ad shows a change in perspective where he initially interpreted inverse as the act of swapping independent and dependent variables and switched to interpreting inverse as the opposite of a function process involving analogy and image representation. The contribution of this research provides knowledge that reversible reasoning can occur in understanding and solving mathematical problems in inverse material.   Latar belakang. Penalaran siswa dalam pembelajaran matematika memberikan kontribusi yang signifikan terhadap pencapaian hasil belajar matematika siswa. Tujuan utama dari penelitian ini adalah untuk menyelidiki proses penalaran reversibel pada siswa untuk masalah invers, dalam kasus Adjie (Ad). Metode penelitian yang digunakan untuk mengungkap alasan reversibel pada kasus Adjie menggunakan metode penelitian deskriptif kualitatif. Pengambilan sampel dilakukan dengan menggunakan teknik purposive sampling dimana sampel penelitian dipilih berdasarkan kriteria penalaran yang dapat dibalik. Pengambilan data penelitian menggunakan hasil kerja matematis siswa, think aloud, wawancara, dan komponen penyebab reversible Reasoning. Hasil penelitian kami menemukan bahwa proses tersebut diawali dengan adanya kendala yang menyebabkan Ad tidak dapat melanjutkan proses penyelesaiannya sehingga terjadi proses metakognisi dengan menganalisis kembali permasalahan tersebut secara analitis dan mengembangkan strategi heuristik lainnya. Iklan menunjukkan perubahan cara pandang dimana awalnya ia mengartikan invers sebagai tindakan menukar variabel independen dan dependen dan beralih mengartikan invers sebagai kebalikan dari proses fungsi yang melibatkan analogi dan representasi gambar. Kontribusi penelitian ini memberikan pengetahuan bahwa penalaran reversibel dapat terjadi dalam pemahaman dan penyelesaian masalah matematika pada materi invers.
Design of an RME-Based Fractions Textbook in the Luwu Tourism Context to Stimulate Students’ Reasoning Skills Ikram, Muhammad; Marufi, Marufi; Canne, Suriani
ETDC: Indonesian Journal of Research and Educational Review Vol. 3 No. 4 (2024): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v3i4.4327

Abstract

Students in primary school must think mathematically. However, classroom research shows that students' fraction reasoning is low and teachers' instructional materials don't permit higher-order thinking. This highlights the need for a more relevant and meaningful textbook that matches students' learning patterns. Therefore, this study develops and tests a fractions textbook based on Realistic Mathematics Education (RME) using Luwu tourism to improve primary students' reasoning skills. Two teaching experiment cycles were used for R&D. A total of 23 fifth graders and one teacher from Primary School 5 Tarabbi Indah participated in the study. Expert validation sheets, reasoning rubrics, examinations, and instructor/student questionnaires were used. Research included needs analysis, textbook design, expert validation, first-cycle field testing, product change, second-cycle field testing, and retrospective analysis. Data were descriptively investigated using validation, reasoning, user responses, and cycle comparisons. The findings indicated that the textbook was highly legitimate in content, construct, language, and contextual alignment, according to experts. The first cycle teacher gave 3.8, and the second gave 3.9, while students gave 3.63 and 3.44 in the “practical” category. The textbook worked, as sufficient and very competent reasoning skills increased from 47.8% in the first cycle to 69.6% in the second. Understanding information, evaluating tactics, and presenting mathematical arguments improved. The textbook modifications made these improvements possible by simplifying directions, illustrations, and key subjects. This work improves contextual RME-based teaching materials conceptually and practically. The textbook can assist primary school teachers and schools in planning meaningful, relevant fraction instruction that promotes higher-order thinking.
A Re-Evaluation of J.C. Bach's Cello Concerto in C Minor (W. C11) in the Context of Galant Aesthetics for Soloist Practice Ikram, Muhammad; Sina, Ibnu; Dary, Mohammad; Anggraini, Nora
Scoring: Journal of Film Music Vol 3, No 2 (2025): Scoring
Publisher : Institut Seni Indonesia Padangpanjang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26887/scoring.v3i2.6158

Abstract

Johann Christian Bach's (1735–1782) Cello Concerto in C Minor (W. C11) represents a unique intersection of eighteenth-century European musical traditions. This work, likely composed for the London concert market but infused with Mannheimian influences, serves as an ideal case study for investigating the transfer of style and solo performance practices in the Galant period. This article re-evaluates the concerto through a three-dimensional analysis: (1) a textual and comparative analysis of the primary manuscript source (British Library Add MS 31723) and a problematic modern edition; (2) a placement of the work within the biographical and social context of J.C. Bach's London career, as well as the resonance of the Mannheimian idiom in his orchestration; and (3) an investigation of the technical and interpretative implications for modern solo cellists seeking to reconstruct a historically appropriate approach. The findings reveal that this concerto is not simply a transitional work, but rather a mature expression of the Galant aesthetic, in which Mannheimian dramatic elements (Steigerung, Raketen) are harnessed to enhance the lyrical and dialogic expression of the solo cello. This study concludes that a stylistically authentic performance requires a rejection of the romanticization in Paul Müller's standard edition (1936) and the adoption of principles of articulation, ornamentation, and rhetoric drawn from contemporary sources, thus restoring the work's position as an important touchstone in the early Classical cello repertoire.
Spatial Geometry Learning in Higher Education Through Flipped Classroom with Metacognitive Scaffolding: A Mixed-Methods Study Awi, Awi; Sutamrin, Sutamrin; Ihsan, Hisyam; Nasir, Norma; Naufal, Muhammad Ammar; Ikram, Muhammad
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.817

Abstract

Mathematics education students continue to struggle with the complex notion of spatial geometry. Therefore, learning approaches should incorporate strong conceptual understanding. This study examined the effectiveness of flipped classroom-based geometry learning combined with metacognitive scaffolding in developing students’ spatial ability. It also identified students’ spatial knowledge needs, types of metacognitive questions posed by the teacher, and forms of scaffolding used. A mixed-methods design was employed, consisting of an exploratory qualitative phase followed by a quasi-experimental phase. The qualitative phase explored key spatial knowledge demands and scaffolding patterns through questionnaires and interviews, while the quasi-experimental phase compared three instructional conditions: flipped classroom with metacognitive scaffolding, flipped classroom without scaffolding, and conventional instruction. Results indicated that students needed four types of spatial geometry knowledge: 3D coordinate representation, geometric transformation, spatial visualization, and angle–distance relationships. Teachers’ metacognitive questions mainly emphasized awareness of understanding, while conceptual scaffolding was more dominant than metacognitive scaffolding. Quantitatively, students in the flipped classroom with metacognitive scaffolding showed greater improvements in spatial ability. These findings suggest integrating self-directed learning and metacognitive support in geometry learning that requires advanced visualization and independent thinking.
Tracing students understanding and misconceptions of continuity and differentiability through multi representations of mathematical problem Arsyad, Nurdin; Ikram, Muhammad; Alimuddin, Fauziyyah; Nisa, Khaerun; Sosa-Moguel, Landy; Garcia-Garcia, Javier
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29062

Abstract

Purpose: This study investigates undergraduate students’ understanding and misconceptions concerning continuity and differentiability across multiple mathematical representations. It specifically examines whether misconceptions remain stable or shift when concepts are presented in symbolic, graphical, and contextual forms. Method: A qualitative exploratory case study was conducted involving 83 undergraduate mathematics education students at a leading public university in Indonesia. Data were collected using 11 validated and reliable multiple-choice items designed to elicit reasoning across different representations. Students’ written responses were analyzed to identify patterns of understanding and error. In-depth interviews with selected participants were conducted to clarify underlying reasoning processes. A collective case study framework was employed, treating each representation as a micro case to enable systematic cross-representation comparison. Findings: The results indicate that misconceptions were widespread and often consistent across representations. Common errors included interpreting graphical smoothness as proof of differentiability, assuming differentiability without verifying continuity, and conflating the existence of a limit with the function’s value. Many students relied on procedural manipulation, visual intuition, or contextual familiarity rather than formal limit-based reasoning, revealing fragmented conceptual understanding. Significance: The findings highlight the need for instructional approaches that explicitly integrate multiple representations and strengthen connections between intuitive reasoning and formal definitions. By addressing persistent misconceptions across representations, calculus instruction can better support the development of coherent and conceptually grounded mathematical understanding.
Operationalizing dominant mathematical representations in real analysis through an open ended diagnostic Nursupiamin; Resnawati; Ikram, Muhammad; Rustan, Edhy; Rochaminah, Sutji; Sudarsana, I Wayan
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29911

Abstract

Purpose: This study aims to develop an open-ended diagnostic test to identify pre-service mathematics teachers’ Dominant Mathematical Representations (DMR) in Real Analysis, with a specific focus on convergent sequences. Method: A Research and Development (R&D) approach was employed using Plomp’s development model, which includes preliminary research, prototyping, and assessment phases. The diagnostic instrument was constructed based on representational theory and consisted of six open-ended tasks designed to elicit representational choice, integration, and transferability. Content validity and linguistic clarity were evaluated by two mathematics education experts and one language expert. A limited field trial involving 19 pre-service mathematics teachers was conducted to examine the instrument’s validity and practicality. Data were collected through the diagnostic test, expert validation sheets, and a student response questionnaire, and analyzed descriptively using qualitative feedback and quantitative percentage-based indicators. Findings: The results indicate that the developed diagnostic test demonstrates strong content validity, with a mean validity score of 85.4%, classified as very valid. The practicality evaluation yielded a mean score of 83.7%, indicating that the instrument is very practical in terms of clarity, format, language, and time allocation. Expert review confirmed alignment between the test items and the DMR construct, while student responses indicated feasibility and comprehensibility. Significance: This study contributes to mathematics education assessment by operationalizing Dominant Mathematical Representations as an explicitly assessable construct through open-ended diagnostic tasks, providing a foundation for representation-sensitive instruction in Real Analysis.
Workshop Penulisan Soal Objektif dan Valid Berorientasi Higher Order Thinking Skills Syamsinar, Syamsinar; Rumite, Wayan; Ikram, Muhammad; Nur, Fadhilah; Sadiyyah; Buhati Asfyra, Intan
Jurnal Pengabdian Kepada Masyarakat Patikala Vol. 5 No. 4 (2026): Jurnal PkM PATIKALA (On Progress)
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia/Education and Talent Development Center of Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/patikala.v5i4.4823

Abstract

This Community Service activity aims to improve mathematics teachers' competency in developing valid objective questions oriented toward Higher Order Thinking Skills (HOTS). The activity was conducted at SMAN 1 Wondama, using a participatory and contextual mentoring approach. The main challenge faced by the partner school was teachers' limited understanding of how to design assessment instruments that systematically measure students' higher-order thinking skills and align with the characteristics of mathematics learning. The activity's implementation methods included needs analysis, reinforcement of HOTS concepts, assistance in developing questions, and joint evaluation and reflection. The results of the activity showed an increase in teachers' understanding and skills in developing HOTS questions, demonstrated by the development of example objective questions at levels C4 to C6 with contextual stimuli and clear indicators. This activity resulted in the development of question writing guidelines and examples of HOTS questions ready for use in learning. Thus, this community service activity directly contributed to improving the quality of mathematics assessment and learning at the partner school.
Co-Authors Adzymi, Iznil Ageng Triyono Alimuddin, Fauziyyah AM, Sanusi Amri, Azhila Andi Nuddin Andini, Andini Anita Dewi Utami Aqidah, Nur Ariani Ardiansyah, Muhammad Arief Arsy, Muhammad Assaaf, Said Fachry Awi, Awi Bahri, Fahrul Barep Yohanes Basri, Muhammad Yusran Bassar, Ahmad Besse Fika Aswari Buhati Asfyra, Intan Burhan Burhan, Burhan Canne, Suriani Dani Fadillah Dary, Mohammad Dudi, Nurjulisah Fajrin, Mus Fatima , Urooj Fitrianti, A Nur Gaffar, Andi Nurrahma García-García, Javier Haider, Ali Hamida Hamzah Upu Handayani, Sri Harianti Harianti Hartono Hamzah Hasan, Nursakilah Hersiyati Palayukan Hisyam Ihsan Husain, Asrianti I Nengah Parta I Wayan Sudarsana Ibnu Sina ILHAM Imam Rofiki Imeldawaty, Imeldawaty Irma Irma Isnaeni Javed, Asma Julham Hukom Kaewhanam, Phimlikid la nani, karman La Suhu, Bakri Lita Wulandari Aeli Ma'rufi, Ma'rufi Maipadiapati, Andi Marufi, Marufi MMSI Irfan ,S. Kom Monguel, Landy Elena Sosa Muhajir, Muhammad Nur Alam Muhammad Ammar Naufal Muhammad Hasby Muhammad Ilyas Muhammad Syarifuddin Rahman Muhdar, Fahriadi Mursyid Mus, Nurfida Musdalifah Musdalifah Muthmainnah Muthmainnah Muzaini, Muhammad Naeem, Muhammad Waqas Nasimawarni, Besse Lolo Nasir, Norma Nasrun Nasrun Nisa, Khaerun Nora Anggraini Nur, Fadhilah Nur, Miftahul Jannah Nurdin Arsyad, Nurdin Nurhidayah Nurhidayah Nurlina, Andi Nursupiamin Nursupiamin, Nursupiamin Perdana, Dyah Adila Puguh Darmawan Purwanto Rahman, Sufirman Ramadhani, Rezky Deswita Rashid, Sawaira Resnawati Rosidah Rosidah Rusdyi Habsyi Rusmin R. M. Saleh Rustan, Edhy Sadiyyah Saharullah, Saharullah Saida, Anisah Salwah Sari, Dilanalfita Seti, Sirikanya Shihab, Alwi Sirajuddin Sirajuddin Sosa-Moguel, Landy Sri Rahayuningsih St. Zulaiha Nurhajarurahmah Suaedi Sudiman, Asmira Suhartono Suri, Nursukma Susiswo Sutamrin, Sutamrin Sutji Rochaminah Syamsinar Syamsuar Manyullei Tampa, Alimuddin Tanak, Akio Tasni, Nurfaida Uais Syahputra, Andi Wahyu Wahyu Wayan Rumite Winahyu, Winahyu Zam, Muhammad Fahmi Ilyasir Zarkasyi, Rahmat