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All Journal Jurnal Infinity Al-Jabar : Jurnal Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA Analisa: Journal of Social Science and Religion Jurnal Tarbiyatuna
Minasyan, Sona
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Pre-Service Ece Teachers’ Experiences in Implementing Multicultural Education Pratiwi, Hardiyanti; Haida, Rizki Noor; Riwanda, Agus; Minasyan, Sona
Analisa: Journal of Social Science and Religion Vol 8, No 2 (2023): Analisa: Journal of Social Science and Religion
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18784/analisa.v8i2.2064

Abstract

This research explores the essential importance of pre-service early childhood education (ECE) teachers having a strong comprehension and proficiency in intercultural instruction. This research focuses on examining the practical experiences of 168 pre-service ECE teachers from four institutions in Kalimantan. The main objective is to investigate how these teachers negotiate the implementation of multicultural education throughout their field placements. The research utilizes a descriptive quantitative research methodology by conducting surveys. Pre-service ECE teachers utilize a variety of methods to introduce and commemorate cultural diversity among young learners. These activities encompass field visits, media exploration, cultural performances, and storytelling to cultivate comprehension and admiration for diverse cultures. Although a few individuals encounter difficulties when carrying out tasks, the majority enthusiastically adopt interactive methods to enhance their experiences and expand their viewpoints. The assessment of multicultural education entails the quantification of engagement, comprehension, and reactions, thereby emphasizing specific domains that require enhancement. Efforts to tackle negative attitudes focus on promoting inclusive dialogues and cooperative endeavours, while refraining from punitive actions. Engaging parents, cultivating intercultural comprehension, facilitating discourse, and commemorating festivals all contribute to establishing inclusive educational environments where diversity is respected and celebrated. This research emphasizes the crucial significance of a comprehensive approach to multicultural teaching for pre-service ECE teachers. It also highlights the necessity of ongoing evaluation to enable the continuous enhancement of practices in this important educational field.
A semiotic perspective of mathematical activity: The case of integer Purwasih, Ratni; Turmudi, Turmudi; Afgani Dahlan, Jarnawi; Irawan, Edi; Minasyan, Sona
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p271-284

Abstract

Semiotics is defined as using signs to represent mathematical concepts in problem-solving. The mathematical semiotic process involves creating meaning from the triadic relationship between the representamen (R), object (O), and interpretant (I). Mathematical semiotics play an essential role in the cognitive processes of individuals as they formulate and communicate mathematical ideas. Therefore, this study aims to describe the stages of the semiotic process of junior high school students solving integers-related mathematical problems. In this qualitative analysis, the participant is a seventh-grade student categorized as pseudo-semiotic. The research instrument is a test on integers and interviews. The results demonstrate that the semiosis related to integers involves the representamen, object, and interpretant stages. For a subject with a pseudo-semiotic type, this meaning-making process requires the construction of a comprehensive understanding of the concept. Furthermore, the understanding is developed using various instruments, resulting in connection conflicts between different components of the semiotic system. Connection conflict occurs because of the mismatched relationship between the elements of semiosis: representamen, object, and interpretant. A pseudo-semiotic subject only has a superficial understanding of mathematical concepts, making it challenging to establish accurate connections between symbols and their underlying meanings. Consequently, this hinders the ability to understand mathematics profoundly and apply the concepts in real-life situations.
Mathematical Semiotics in Primary Learning: Helping Prospective Teachers Understand Mathematical Representations Purwasih, Ratni; Irawan, Edi; Minasyan, Sona
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i3.30835

Abstract

Mathematics learning in elementary schools is often faced with the challenge of bridging abstract concepts with participants' concrete experiences. One of the reasons is the difficulty in understanding and using mathematical signs and symbols appropriately. Semiotic representation of mathematics, which involves symbols, diagrams and notations as visual and conceptual aids, is an important approach in overcoming these challenges. This study aims to explore the ability of prospective elementary school teachers to understand and use semiotic representations of mathematics, especially in the context of number patterns. A qualitative approach with a hermeneutic phenomenological design was chosen to understand prospective teachers' experiences, views, and thought processes in interpreting and using mathematical symbols. The researcher used written tests and semi-structured interviews as data collection techniques to explore the semiotic representations used in mathematical problem solving. The participants were grouped based on the results of the initial ability test, and six of them were selected as research subjects. Data analysis used the Interpretive Phenomenology Analysis (IPA) method with the help of NVivo 14 Plus software, which allows researchers to systematically manage and analyze qualitative data. The results of this study are expected to provide insight into prospective teachers' understanding of symbolic representation in mathematics learning and the challenges they face, which can be the basis for designing more effective learning strategies in the context of mathematics education in primary schools. Using a descriptive qualitative approach, data were obtained through observation and analysis of problem solving activities involving symbolic and visual representations. The results of the study are expected to provide insight into the importance of semiotic training in prospective teacher education, so that they are able to convey mathematical concepts meaningfully and contextually.
An ex post facto study of critical thinking skills in mathematics learning based on school geography Nurhikmayati, Iik; Priatna, Nanang; Dahlan, Jarnawi Afgani; Minasyan, Sona
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): 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.v15i1.19330

Abstract

Background: Educational disparities in Indonesia necessitate a comprehensive evaluation of students' critical thinking skills across various geographical regions, including highlands, border areas, and lowlands, to address potential educational shortcomings.Aim: The study aims to quantitatively assess and compare the mathematical critical thinking abilities of junior high school students across different geographical settings to inform educational strategies and interventions.Method: Employing a quantitative approach with an ex post facto causal comparative research design, the study utilized cluster sampling to select a representative sample of 82 students from highland, border, and lowland schools. Descriptive and inferential statistical analyses, including Kruskal-Wallis tests and post hoc examinations, were conducted to analyze the data.Result: Preliminary descriptive analysis indicated a general lack of critical thinking skills in mathematics among students in all areas. However, inferential statistical analysis revealed significant differences in the critical thinking abilities of students from the three geographical regions, with students in urban (lowland) areas displaying superior critical thinking rankings compared to their counterparts in border and rural (highland) areas.Conclusion: The findings underscore significant geographical disparities in mathematical critical thinking skills among Indonesian junior high school students. These disparities are likely influenced by factors such as unequal access to educational resources, teaching methodologies, student interest, and the socioeconomic and educational backgrounds of parents. Addressing these inequalities is crucial for enhancing the educational outcomes and critical thinking abilities of students across Indonesia.
Addressing the Learning Plateau in Social Studies through Project-Based Learning in Indonesian Secondary Schools Mayasari, Salwa; Zahrawati B, Fawziah; Ramli, Nurleli; Zurahmah, Zurahmah; Minasyan, Sona
AL MA'ARIEF : Jurnal Pendidikan Sosial dan Budaya Vol 7 No 2 (2025): Al Ma'arief: Jurnal Pendidikan Sosial dan Budaya
Publisher : Program Studi Tadris IPS Institut Agama Islam Negeri (IAIN) Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/almaarief.v7i2.14649

Abstract

Background: Students often experience a learning plateau, a stagnation in progress that negatively impacts motivation and academic outcomes. Previous studies have yet to explore effective interventions to overcome this issue, particularly in social studies learning.Purpose: This study aims to identify the stages of project-based learning (PjBL) in social studies, measure students’ learning plateau levels before and after its implementation, and evaluate its effectiveness in reducing the plateau.Method: A quasi-experimental design with a one-group pretest-posttest approach was used. The participants were eighth-grade students from SMP Negeri 12 Parepare, selected through purposive sampling, in class VIII.1 serving as the experimental group. Data were collected using learning plateau measurement instruments and analysed using the Paired Samples Test and N-Gain Score.Results: The PjBL model was implemented in five stages: essential question, project planning, scheduling, monitoring, and evaluation. The results indicated a significant reduction in students’ learning plateau levels, shifting from medium–very high to low–very low categories. A significance value of 0.000 in the Paired Samples Test confirmed the difference, while the average N-Gain Score was 0.29.Theoretical implication: These findings support the effectiveness of PjBL in addressing learning stagnation and contribute to the broader pedagogical discourse on active learning models.Practical implication: The results suggest that PjBL can be adopted in classroom practice to enhance student motivation and learning outcomes in social studies, particularly at the junior high school level.
The Implementation of Environment-Based Madrasah Culture in Islamic Religious Education Learning to Develop Students’ Character Pristine Adi, Depict; Mashudi, Mashudi; Fauziah, Nahdiah Nur; Minasyan, Sona
Jurnal Tarbiyatuna Vol 15 No 1 (2024)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v15i1.10999

Abstract

Islamic Education that has important roles in developing student character in Indonesia aims to create high moral individuals who are able to positively contribute to the community. This research evaluates the implementation of environment-based madrasah cultures at MIN 1 Banyuwangi and the impact on student character development. Qualitative research method is used with data collection technique that includes interview, observation, and document analyses. The research results show that environment-based madrasah cultures at MIN 1 Banyuwangi have succeeded in developing students’ characters of environmental caring, responsible, discipline, creative and independence. Integration of culture with Islamic Religious Education learning has also proven effective in instilling moral and spiritual values ​​in students. In conclusion, the implementation of an environment-based madrasah culture can be an effective strategy in forming quality and environmentally aware student characters.
Co-Authors Afgani Dahlan, Jarnawi Edi Irawan Edi Irawan Fauziah, Nahdiah Nur Haida, Rizki Noor Hardiyanti Pratiwi, Hardiyanti Iik Nurhikmayati, Iik Jarnawi Afgani Dahlan Mashudi Mashudi Mayasari, Salwa Nanang Priatna Pristine Adi, Depict Ramli, Nurleli Ratni Purwasih, Ratni Riwanda, Agus Turmudi Zahrawati B, Fawziah Zurahmah, Zurahmah