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All Journal QUALITY Fikrah: Jurnal Ilmu Aqidah dan Studi Keagamaan Jurnal Pengembangan Pembelajaran Matematika
Ulfa Masamah
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Religion Humanities Education Mathematics

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PERAN GURU DALAM MEMBANGUNAN PENDIDIKAN BERKESADARAN MULTIKULTURAL DI INDONESIA Ulfa Masamah; Muhammad Zamhari
QUALITY Vol 4, No 2 (2016): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v4i2.2124

Abstract

Various multidimensional crises that exist in Indonesia, recognized or not they are the part of the cultural problem which is one of the reasons is the diversity of the cultures that existed in society. The diversity of culture should not be the cause of the existence of discrimination, injustice, suspicion and a variety of human rights violations, but being the power to build a sense of community. Build awareness as above is not easy; it should be with an earnest effort and continuous improvement. One thing that can be done to encourage multicultural awareness is through education. Based on the foregoing, the purpose of this research is to find out how the role of the teacher in developing education with multicultural awareness in Indonesia. This research is a library research is which the data collection was done by gathering the data from a variety of literature. The results showed that in the aspect of education, thinking of multiculturalism should be break down in a variety of important terms that become a strong supporter in promoting diversity that exists in Indonesia. With the implementation of multicultural education, teachers are expected to able to encourage learners to have an awareness and understanding to always uphold the values of Justice, democracy, humanity and pluralism in the association in the middle of our national reality that is full of diversity. There are three important things that must be done by the teacher to build an education with multicultural awareness they are: build an attitude of equality, support the substantial democracy, and build gender awareness.
PENDIDIKAN ISLAM, PENDIDIKAN POLITIK, DAN DIALOG ANTAR UMAT BERAGAMA DI INDONESIA Ulfa Masamah
FIKRAH Vol 4, No 1 (2016): FIKRAH: JURNAL ILMU AQIDAH DAN STUDI KEAGAMAAN
Publisher : Prodi Aqidah dan Filsafat Islam, Fakultas Ushuluddin, Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.859 KB) | DOI: 10.21043/fikrah.v4i1.1638

Abstract

Islamic education generates sufficient intellectual abilities muslim political culture that gave birth to the humanistic-theocentric, humanistic-patriotic, and if they fail to cultivate the intellect will give birth to a political culture that hedonistic-egoistic. Seeing the current political conditions, the reconstruction of political education to strengthen the social contract-religious dimension in Islamic education is very urgent to be held. Repair religious education aims to crystallize the mono-religious experience of being an open attitude that is important to prepare future generations for public order dialogue. Political education requires the democratization of space as a means to build a society of dialogue with the orientation changes in behavior and attitudes, the quality and variety of aspects. Political education is oriented to instill democratic values such as openness, mutual respect, sympathy, empathy, solidarity, and their understanding of pluralism in Indonesia is a pluralistic community life. That the concept of moderation which avoids extremes in the two sides, in order to create al-ummatan wasathan. Order harmonious religious life based on religious values will be realized through dialogue faiths. Inter-religious dialogue as a vehicle find the idea of a progressive and avoid manipulative ways and aggressiveness of religious communities. It should, dialogue functioned as the main way to build mutual understanding religious communities. Routines dialogue conducted by government agencies, social institutions, and religious leaders must be improved. This is because the results of the next dialog will apllicate in religious life, nation, and state in Indonesia. 
Level penalaran aljabar siswa dalam menyelesaikan soal model PISA ditinjau dari gaya kognitif Witkin Nursirot, Mohammad Arul Sholehuddin; Ulfa Masamah; Abdussakir
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 1 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 1 February 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.71.14-29

Abstract

Algebraic reasoning is the process of generalizing mathematical ideas through logical reasoning, involving patterns, variable relationships, and the analysis of abstract structures to construct valid mathematical arguments. This qualitative research aims to examine the levels of students' algebraic reasoning in solving PISA model problems in terms of Witkin's cognitive styles. The research subjects were six eighth-grade students from MTsN Kota Batu. Data were collected through written tests, think-aloud protocols, task-based interviews, and documentation. Data analysis was conducted using the constant comparative method, encompassing the stages of reduction, categorization, synthesis, and the development of substantive theory. The results showed that students with a field-dependent cognitive style could identify patterns and regularities but struggled to design variables and formulate equations as part of the generalization process, resulting in their algebraic reasoning being classified at level 1. In contrast, students with a field-independent cognitive style were able to perform mathematical symbolization, generalize, and formulate equations, but were inconsistent in defining variables and did not utilize the derived formulas to solve problems, placing their algebraic reasoning at level 2. These findings indicate that differences in students' cognitive styles influence their abilities to comprehend, formulate, and apply algebraic reasoning concepts, including selecting appropriate problem-solving strategies and maintaining consistency in mathematical generalizations.
Co-Authors Abdussakir Muhammad Zamhari Nursirot, Mohammad Arul Sholehuddin