Articles
<![CDATA[Positive Discipline as A New Paradigm Alternative in Classroom Management: An Epistemological Study ]]>
<![CDATA[Hermawan, Syarif]]>;
<![CDATA[Novikasari, Ifada]]>
<![CDATA[ International Proceedings of Nusantara Raya Vol. 3 No. 1 (2024): Locality of Language, Literary, and Culture in Global Development ]]>
Publisher : <![CDATA[Lembaga Kajian Nusantara Raya UIN Prof. K.H. Saifuddin Zuhri Purwokerto ]]>
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<![CDATA[The success of learning is determined by safe and comfortable classroom conditions for students. This condition is created if the teacher can manage the class by creating a positive and mutually respectful relationship between students and teachers. Positive discipline is an approach that focuses on positive reinforcement and reflection rather than punishment to manage student behavior. The aim of this research is to explore how teachers manage the classroom optimally by using a positive discipline approach in the classroom. Using an epistemological framework, this article aims to understand how positive discipline contributes to learning and can be applied in the context of classroom management. This research is a type of qualitative research. Data was collected through classroom observations, in-depth interviews with teachers and students, and analysis of related documents. The research results show that the application of positive discipline can increase student involvement in the learning process, reduce conflict, and improve the quality of teacher-student interactions. In addition, this research found that changing the classroom management paradigm towards positive discipline requires systemic support and a deep understanding of its basic principles. This study contributes to the development of positive discipline theory as well as offers practical recommendations for educators.]]>
<![CDATA[The Philosophy of Science Education on Children's Character Education ]]>
<![CDATA[Setyawan, Alif]]>;
<![CDATA[Novikasari, Ifada]]>
<![CDATA[ International Proceedings of Nusantara Raya Vol. 3 No. 1 (2024): Locality of Language, Literary, and Culture in Global Development ]]>
Publisher : <![CDATA[Lembaga Kajian Nusantara Raya UIN Prof. K.H. Saifuddin Zuhri Purwokerto ]]>
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<![CDATA[The shift towards a more holistic education reflects a paradigm shift in the education system which recognizes that student success is not only measured by academic achievement, but also by the development of their character and social skills. Holistic education emphasizes the importance of educating children holistically, involving emotional, social and moral aspects. This research explores the impact of philosophy of science education on children's character education, a concept that is often ignored in formal curricula. The surprising phenomenon that was raised was that most educational systems focus more on cognitive and academic aspects, while character development based on philosophical principles is often neglected. This research was conducted in elementary schools, with the aim of understanding how the application of the philosophy of science can strengthen children's character education. The method used is qualitative research with a case study approach, involving in-depth interviews with teachers, students and parents. The results of the research show that education in the philosophy of science, especially involving an understanding of ethics, logic and epistemology, can significantly shape children's character who is more critical, ethical and wise. Character education based on philosophical foundations provides children with a deeper frame of mind in understanding moral and ethical values.]]>
<![CDATA[Pre-service teacher’s mathematical knowledge for teaching in problem-based learning ]]>
<![CDATA[Novikasari, Ifada]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020 ]]>
Publisher : <![CDATA[Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v5i2.10556
<![CDATA[Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is ProblemBased Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.]]>
<![CDATA[Effectiveness of Realistic Mathematics Approach to Increasing Mathematical Representation Ability at SMP N 9 Purwokerto ]]>
<![CDATA[Hidayat, Liza Dian]]>;
<![CDATA[Novikasari, Ifada]]>;
<![CDATA[Mawaddah, Silvina]]>
<![CDATA[ International Journal of Research in Mathematics Education Vol. 1 No. 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto ]]>
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DOI: 10.24090/ijrme.v1i2.9139
<![CDATA[This research was conducted based on the low ability of students' mathematical representation in class VIII SMP N 9 Purwokerto. One of the contributing factors is that the use of the learning approach used has not facilitated students in developing mathematical representation abilities. The solution that is considered capable of increasing the ability of mathematical representation is to apply learning with a realistic mathematical approach. The realistic mathematics approach provides opportunities for students to do modeling, depicting and symbolizing related to concrete problems. This research is a quantitative research with a quasi-experimental type with Nonequivalent Control Group Design. The population in this study were all students of class VIII SMP N 9 Purwokerto. The sample in this study was class VIII A with a total of 36 students and VIII B with a total of 36 students. The data analysis used is the z-test and the N-Gain test. The results of this study indicate that the realistic mathematical approach is effective in increasing students' mathematical representation abilities. From the results of the z-test showed a significant effect, the mathematical representation abilities of the experimental class students were higher. Then the results of the N-Gain test showed that the experimental class was in the medium category and the control class was in the low category. Thus the representation ability of the experimental class students is higher than that of the control class.]]>
<![CDATA[The Correlation between Self-Efficacy Levels and Pedagogical Content Knowledge among Madrasah Ibtidaiyah Teachers ]]>
<![CDATA[Novikasari, Ifada]]>;
<![CDATA[Azis, Donny Khoirul]]>;
<![CDATA[Elebiary, Noor]]>
<![CDATA[ MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 16 No. 2 (2024): Mudarrisa: Jurnal Kajian Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/mudarrisa.v16i2.2088
<![CDATA[This study examines the relationship between self-efficacy in geometry and Pedagogical Content Knowledge (PCK) among Madrasah Ibtidaiyah teachers in Banyumas Regency. Self-efficacy was assessed in 79 sampled teachers using a multidimensional teaching self-efficacy scale focused on effectiveness and classroom management, while PCK was evaluated through tasks involving the perimeter and area of two-dimensional shapes. The findings reveal a weak correlation between self-efficacy and PCK, indicating limited interdependence. This highlights the need to address gaps in both areas. Within an Islamic context, the study emphasizes the relevance of tazkiyah (self-purification) and ilm (knowledge acquisition) as principles of teacher development. It recommends targeted training aligned with Islamic values to simultaneously enhance self-efficacy and PCK. Such an integrated approach aims to improve teaching skills, foster holistic growth, and create a nurturing learning environment that benefits both teachers and students.]]>
<![CDATA[Toward proficiency: Developing a multiplication mathematical content knowledge test for pre-service mathematics teachers in Indonesia and Türkiye ]]>
<![CDATA[Novikasari, Ifada]]>;
<![CDATA[Dede, Yüksel]]>
<![CDATA[ Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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DOI: 10.22342/jme.v15i1.pp115-130
<![CDATA[This study aimed to develop a specific Mathematical Content Knowledge (MCK) test focused on multiplication for pre-service mathematics teachers in Indonesia and Türkiye. No assessment tool exists to measure MCK related to multiplication among pre-service mathematics teachers. We used convenience sampling to obtain data from third- and fourth-year pre-service teachers in Indonesian and Turkish mathematics teacher education programs. The test items were administered to 423 Indonesian pre-service mathematics teachers and 413 Turkish pre-service mathematics teachers, and their responses were analyzed using factor analysis. The MCK test was found to be reliable, with 18 items that were grouped into four components: procedural knowledge of multiplication (C1), understanding of multiple representations (C2), conceptual knowledge of multiplication (C3), and anticipating students' thinking (C4). The study results suggest that a valid MCK test helps evaluate multiplication in these four components. Additionally, the study findings indicate that Indonesian pre-service teachers score higher in the C1 and C4 categories, while Turkish pre-service teachers score higher in the C2 and C3 categories.]]>
<![CDATA[TURKISH PRE-SERVICE MATHEMATICS TEACHERS’ BELIEFS IN MULTIPLICATION ]]>
<![CDATA[Novikasari, Ifada]]>;
<![CDATA[Dede, Yüksel]]>
<![CDATA[ Journal on Mathematics Education Vol. 12 No. 3 (2021): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[Mathematics teachers’ beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers’ beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers’ beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers’ beliefs in teacher education may provide various benefits in reforming mathematics teaching.]]>
<![CDATA[Pembelajaran Penemuan Berbasis Teori Bruner Untuk Meningkatkan Kemampuan Penalaran Matematis Siswa Kelas III SD/MI di Kabupaten Bayumas ]]>
<![CDATA[Novikasari, Ifada]]>;
<![CDATA[Rahmawati, Lily]]>;
<![CDATA[Muflihin, Hizbul]]>;
<![CDATA[Mutijah]]>;
<![CDATA[Rohmad]]>
<![CDATA[ Jurnal keilmuan dan Kependidikan dasar Vol 17 No 1 (2025): Juni 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten ]]>
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DOI: 10.32678/primary.v17i1.11317
<![CDATA[This study aimed to test the effectiveness of Bruner’s theory-guided discovery learning in enhancing the mathematical reasoning ability of elementary school students. The study was done with a quasi-experimental design and an experimental group instructed with discovery learning based on Bruner’s theory was compared with a control group instructed expositively. he population of this study consisted of elementary schools (SD/MI) in Banyumas Regency with accreditation levels A and B, totaling 38 schools. Using a stratified random sampling technique, four schools were selected—each representing schools with accreditation A and B—and were assigned as the experimental and control groups. The findings indicate that the experimental group significantly enhanced the ability to identify patterns, generalize, and construct and test mathematical arguments compared to the control group. However, the post-test scores suggest that students’ reasoning abilities in the experimental group have not reached a maximum point, possibly because they had not been exposed to enough experience in exploratory learning. The ANOVA test also failed to reveal any significant interaction between school accreditation category and instruction type on the student’s mathematical reasoning ability. With well-planned deployment and even more tailored to students’ characteristics, Bruner’s theory-guided discovery learning has immense potential to improve the quality of mathematics education at the elementary school level.]]>
<![CDATA[Developing Islamic Context-Based Learning Materials in Increasing Students’ Mathematical Understanding ]]>
<![CDATA[Ulpah, Maria]]>;
<![CDATA[Novikasari, Ifada]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 11 No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v11i1.5432
<![CDATA[Learning material is an important part of the implementation of learning, so teachers should be able to design, arrange, and develop their learning material. There are a lot of mathematics learning materials on the market but they are still rarely integrated with Islamic studies. Therefore, the purpose of this study is to develop Islamic context-based learning material to increase students' mathematical understanding. This study is research and development using the PPE model which consists of three stages, namely planning, production, and evaluation. The data collecting techniques used are tested to find out the students' mathematical understanding and questionnaire to find out expert's assessment. The data is analyzed quantitatively using descriptive data analysis techniques. The data obtained from the questionnaire is quantified to get results in the form of percentages to find out the results of the questionnaire from the validation of the learning material experts. The results showed that Islamic context-based learning material has fulfilled the requirements to be considered feasible to be used in the learning process and is feasible to be used as learning support to increase students' mathematical understanding. ]]>
<![CDATA[Exploring Local Culture through Geometry Transformation: a Study of Banyumasan Batik ]]>
<![CDATA[Novikasari, Ifada]]>;
<![CDATA[Febriana, Maghfira]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 8, No 1 (2024): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jtam.v8i1.17298
<![CDATA[Banyumasan batik is one of Indonesia's cultural heritages from Banyumas Regency, which has unique and interesting patterns and motifs. This research paper describes the mathematical modelling of geometric transformations in Banyumasan batik. Geometric transformation is a mathematical technique for changing the shape or position of an object on a plane. This is qualitative research with an ethnographic approach. Data is collected through observation, interviews, and documentations. The data obtained were analysed using content analysis to identify various Banyumasan batik motifs that can be transformed into geometric forms. This study describes the basic geometric transformations, namely translations in Sekar Tirta batik motif, reflections in Bawor Kembar batik motif, dilations in Kawung Jenggot batik motif, and rotations in Manggar Bawor batik motif which applied to Banyumasan batik motifs. The results of this study include geometric transformations of Banyumasan batik motifs which are expected to positively contribute to the development of Indonesian art and culture, especially in the field of batik, enrich insight and knowledge about the application of mathematics in everyday life, and can be used for mathematical modelling and mathematics education based on local culture.]]>
