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All Journal Journal of Educational Sciences Journal on Mathematics Education
H Iksan, Zanaton
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Religion Humanities Education Library & Information Science Mathematics Social Sciences Other

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Integration of Tauhid (Faith) Element in Biology Education Mohd Salehudin, Sayyidah Nusaibah; H Iksan, Zanaton
Journal of Educational Sciences Vol 1. No. 1. July 2017
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.1.1.p.11-23

Abstract

Tauhidik science is one of the Islamization of Knowledge effortsin the field of education. This effort was initiated by many Islamic scholarsto fight against secularism. To implement the elements of faith (Tawhid) inScience Education, Al-Qur'an is the ultimate guide. The aim of this conceptpaper is to describe the elements of faith in biology education. In thisconcept paper, the definition of Tauhidik Science is specified. Next, thestrategy of integration of Tauhidic element in Biology is explained. Theconcept paper also proposes that the implementation of elements of faithmade in more in-depth for each subtopic studied. The implementation ofFaith element in Science Education is expected to produce a generationwhose life is guided by the Quran and have Ulul Albab thought whichmeans having a deep rooted knowledge and strong belief to Allah s.w.t, thusforming the next generation that brings prosperity to the mankind.
The Effectiveness of Using Coloured Blocks in Teaching the Concept of Balancing Chemical Equation in Chemistry Ridzuan, Razreena; H Iksan, Zanaton
Journal of Educational Sciences Vol 1. No. 1. July 2017
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.1.1.p.45-55

Abstract

The aim of this study is to study the effectiveness of usingcoloured blocks in teaching the concept of balancing chemical equation inchemistry. It is expected that students will improve their understanding inthis concept and students interest in chemistry.  This study examined how byusing coloured blocks will help students understand the concept of balancingchemical equation which is an important concept to master in Form 4Chemistry. Using pre and post-test control group design, the study involveda comparison between a control group (n=20) which were taught using theconventional chalk and talk method to balance chemical equation while thetreatment group (n=20) were taught to balance chemical equations usingcoloured blocks. After pre-test, there was a significant difference betweencontrol and treatment group on their post-test scores with effect size of 1.31.Students who had used coloured blocks to balance chemical equationsshowed significant development in their post-test compared to the studentswho were taught using the conventional method. Students also showed highinterest in chemistry upon using coloured blocks in teaching the concept ofbalancing chemical equation. The research results recommended the use ofcoloured blocks as a potential tool to teach the concept of balancingchemical equations.
Enhancing prospective mathematics teachers' lesson planning skills through lesson study within school university partnership program Fitriati, Fitriati; Rosli, Roslinda; H Iksan, Zanaton
Journal on Mathematics Education Vol. 14 No. 1 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i1.pp69-84

Abstract

Planning a mathematics lesson plan is a complex process. Its quality contributes to the effectiveness of mathematics instruction. Given this significance, improving prospective mathematics teachers’ lesson planning ability is essential for teacher preparation programs to produce effective teachers. This study examines how a lesson study within a school-university partnership program (SUPER-LS) could strengthen the lesson planning skills of prospective mathematics teachers. This study employed a case study, which included thirteen student teachers. Data were collected using four initial and four final drafts of mathematics lesson plans developed by four groups of prospective mathematics teachers and reflection reports. These were then analyzed qualitatively using the framework of MKT. The study found that sixteen categories of issues were present in the initial lesson plan, and six remained in the final lesson plan. In the final lesson plan, the 16 problems were reduced to 6, with an improvement of around 62.50%. In addition, prospective mathematics teachers improved their lesson planning skills because of their involvement in the SUPER-LS program, facilitated by intensive collaboration and interaction among participants, especially in-service teachers, and teacher educators, as well as peers’ feedback.
Co-Authors Fitriati Mohd Salehudin, Sayyidah Nusaibah Ridzuan, Razreena Rosli, Roslinda