<p>This research is aimed to identify students’ misconceptions in proving onto and one-to-one function in Abstract Algebra using CRI (Certainty Response Index), which is an instrument to distinguish misconceptions and errors. This research uses qualitative method. There are eighteen research participants, and they are Mathematics Education students in 3rd semester. Researcher asked participants to solve some problems related to mathematical proof. Then, participants gave score based on their belief or level of certainty. The result shows that ten students get misconceptions. They were weak in understanding the definition of onto and one-to-one function, and are not yet trained to proof onto and one-to-one function in Abstract Algebra. Further, this research also find that the errors of participants in proving mathematics are mainly influenced by errors in algebraic operation.</p>
The integrated mathematical problem was the application of mathematics to solve problems from various disciplines. This study aimed to determine students' metacognition level in solving integrated mathematics problems. In addition, it can also improve students' numerical literacy. This research was qualitative research with data collection instruments, a one-question problem-solving test, and interviews. Research subjects for interviews were students with the highest score based on the test results. The results showed that students with mathematical abilities in high category at semireflective use and level of reflective use. That happened because subjects used Islamic-integrated knowledge to create problem-solving strategies in their metacognitive activities. Therefore, if students knew Islamic material, they could reach a good metacognition level in solving Islamic-integrated mathematics problems.
An inclusive school is a school concept that consciously strives to guarantee children's rights and protection for children with special needs to get adequate and responsible access to education. Therefore, in practice, it refers to the principles of good management. The learning process is based on children's needs, a conducive learning climate, a supportive classroom atmosphere, and the priority of fulfilling children's learning rights. This paper examines the management of inclusive schools in Islamic schools in East Java. The aims of this research are: (1). explore forms of inclusive school policies in Islamic schools in East Java; (2). Describe the implementation of the management of inclusive children's schools in Islamic schools in East Java. Researchers used a qualitative approach with a multi-site research type. Data collection techniques consist of observation, interviews, and documentation. Data analysis with three stages; the first stage is data reduction, data presentation, and triangulation. The results of the study show: (1.) The form of policies implemented in the process of managing inclusive children's schools in Islamic schools in East Java is based on the four pillars of the principles of inclusive children's schools, namely non-discrimination, the best interest for children's growth, respect for children and values beliefs originating from religious teachings; (2.) The implementation of the management of inclusive children's schools begins with the stages of situation analysis, equalization of perceptions, organization and formation of a program implementation team.
Islamic-based educational institutions needed to internalize Qur’an and hadith in every lesson. Fractions were one of the main subjects of mathematics taught at the elementary school level. The purpose of the study was to design mathematics learning to fractions based on Qur’an and hadith at Madrasah Ibtidaiyah. This study used a qualitative research method with a design research approach of development research type. The results of the study revealed that a learning design could be implemented with a scientific learning approach in fractions learning based on Qur’an and hadith. The verses of the Qur’an and hadith that explicitly mentioned fractional numbers were displayed at the observing stage. Each fractional number in the Qur’an and hadith was illustrated with a length model. Based on the fractional numbers mentioned in the observing stage, students were then directed to submit nutmeg questions in the questioning stage. The questions at the questioning stage were appropriate to the material, then discussed at the reasoning stage while still applying student-centered learning.
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