Development of Didactical Design of Mathematics Pedagogy Through Professional Program of Mathematics Teacher Education

: This paper discusses about developing model of didactical design on mathematical pedagogy in the area of mathematics. Subject matter proficiency and didactical pedagogy competences of teachers were not mutually exclusive, so the specific studies on how to teach mathematics that anticipate the combination of both subject and pedagogical knowledges, called Mathematical pedagogy (Backer, 1991), need to be conducted. In designing model that can change the participants to become professional mathematics teachers, a didactical design was used as a framework. Further step, the didactical triangle by Kanasen (2003) was used as a guideline by integrating didactical-pedagogical anticipation. How was the step of metapedadidactic, the context of mathematical pedagogy, and how to develop an appropriate design for developing didactical design model in the study of educational program for develop professional teacher education program (PTEP) or Pendidikan Profesi Guru (PPG) of mathematics, later on will be called PTEP. The product of this study is theoretical and empirical models in didactical pedagogical design based on the subject of mathematical pedagogy

Dinamika Komunitas Gulma pada Sistem Tumpang sari Jagung dan Kacang Hijau Hubungannya dengan Produktivitas Lahan

Kusmiyati S, Setyowati N, Turmudi E. 2020. The dynamics of weed communities and land productivity in intercropping corn and green bean. In: Herlinda S et al. (Eds.), Prosiding Seminar Nasional Lahan Suboptimal ke-8 Tahun 2020, Palembang 20 Oktober 2020. pp. xx. Palembang: Penerbit & Percetakan Universitas Sriwijaya (UNSRI).Intercropping increases the productivity of plants through land efficiency. The types of weeds grow in intercropping are different from that of monocultures. This study aims to identify the type and number of weeds on intercropping corn and green beans and describe the relationship between weed competition and the productivity of corns and green beans. The study was conducted in September 2018 until January 2019 at Pematang Gubernur, Bengkulu, using a Randomized Complete Block Design. Corn spacing in intercropping was 60 cm x 30 cm, 90 cm x 30 cm, and 120 cm x 30 cm as well as 60 cm x 30 cm in monoculture while green bean spacing was 30 cm x 30 cm. The main variable data were collected and analyzed using analysis of variance level 5%. The results showed that four weed species consisted of three broad-leaved weed species, and one grass species were identified before land cultivation. At three weeks after planting, weeds' composition was nineteen consisting of fourteen broadleaves weed, one sedge, and four grass. At nine weeks after planting, the composition of nine species of weeds consisted of seven broad leaves, one nutsedge, and one grass. The presence of weeds reduced the yield of corn and green beans in the intercropping system

Democratization and the Diffusion of Shari'a Law: Comparative Insights from Indonesia

The democratization of politics has been accompanied by a rise of Islamic laws in many Muslim-majority countries. Despite a growing interest in the phenomenon, the Islamization of politics in democratizing Muslim-majority countries is rarely understood as a process that unfolds across space and time. Based on an original dataset established during years of field research in Indonesia, this article analyzes the spread of shari’a regulations across the world’s largest Muslim-majority democracy since 1998. The article shows that shari’a regulations in Indonesia diffused unevenly across space and time. Explanations put forward in the literature on the diffusion of morality policies in other countries such as geographic proximity, institutions, intergovernmental relations and economic conditions did not explain the patterns in the diffusion of shari’a regulations in Indonesia well. Instead, shari’a regulations in Indonesia were most likely to spread across jurisdictions where local Islamist groups situated outside the party system had an established presence. In short, the Islamization of politics was highly contingent on local conditions. Future research will need to pay more attention to local Islamist activists and networks situated outside formal politics as potential causes for the diffusion of shari’a law in democratizing Muslim-majority countries

Higher education students’ perceptions of ChatGPT: A global study of early reactions

The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students’ perceptions across different socio-demographic and geographic factors, with key factors influencing students’ use of ChatGPT also being identified. Higher education institutions’ managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development

On the distance spectrum and distance energy of complement of subgroup graphs of dihedral group

Let G is a connected simple graph and V(G) = {v1, v2, ..., vp} is vertex set of G. The distance matrix of G is a matrix D(G) = [d ij ] of order p where [d ij ] = d(v i , v j ) is distance between v i and v j in G. The set of all eigenvalues of matrix D(G) together with their corresponding multiplicities is named the distance spectrum of G and denoted by spec D (G). The distance energy of G is ${E}_{D}(G)={\sum }_{i=1}^{p}|{\lambda }_{i}|$, where λi are eigenvalues of D(G). In the recent paper, the distance spectrum and distance energy of complement of subgroup graphs of dihedral group are determined

Higher education students’ perceptions of ChatGPT: A global study of early reactions

The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students’ perceptions across different socio-demographic and geographic factors, with key factors influencing students’ use of ChatGPT also being identified. Higher education institutions’ managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development

Higher education students’ perceptions of ChatGPT: A global study of early reactions

© 2025 Ravšelj et al.The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students’ perceptions across different socio-demographic and geographic factors, with key factors influencing students’ use of ChatGPT also being identified. Higher education institutions’ managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.The authors acknowledge the financial support from the Slovenian Research and Innovation Agency (research core funding No. P5-0093 and project No. Z5-4569)

Pembelajaran Kalkulus Berbasis E-Learning Untuk Menumbuhkan Kreativitas dan Karakter Mahasiswa

<p align="center"><strong>Abstrak</strong></p><p>Peneltian ini dilakukan untuk merancang desain pembelajaran Kalkulus berbasis E-learning untuk menumbuhkan kreativitas dan karakter mahasiswa  pada Prodi Pendidikan Matematika. Desain pembelajaran yang dibagi dalam beberapa tahap yakni: Perencanaan perangkat dan sarana yang akan digunakan pada saat pembelajaran, Pembuatan perangkat pembelajaran, Pembuatan media pembelajaran e-learning, Validasi perangkat dan media pebelajaran  dan e-learning oleh para ahli, Revisi hasil validasi oleh para ahli, Pengujian terbatas desain pembelajaran, Evaluasi  dan analisis hasil pengujian, Evaluasi. Dari hasil penelitian menunjukkan bahwa desain pembelajaran dirancang berbentuk RPP, LKM dan Media E-learning dapat digunakan untuk proses pembelajaran dengan sedikit perbaikan. Hasil ujicoba terbatas menunjukan pula bahwa perangkat yang dibuat menumbuhkembangkan kreativitas mahasiswa, yang pada ujungnya adalah  terbentuknya karakter mahasiswa.</p><p><strong> </strong></p><p><strong>Kata kunci:<em>   </em></strong>pembelajaran; karakter; kreatif;  elearning<em> </em></p><p> </p><p> </p><p align="center"><strong><em>Abstract</em></strong></p><p><em>The research was designing e-learning on Calculus to increase the creativity and student character in Mathematics Education Study Pogram. The learning design was divided into steps, that was: designing lesson plan and tool which would be used on learning, making lesson plan, making e-learning media, validating the lesson plan, learning kit, and elarning by experts, revising the result of validation process, limited testing of instructional design, evaluation and the result analysis. The research result show that the learning design those are RPP, LKM, and elearning kit could be used with a little implrovement. Limited test result also indicated that the instrument that was made could developed the creativity of student, and buid the student character.</em></p><p><em> </em></p><p><strong><em>Keywords: </em></strong><em>learning, character; creative; elearning</em></p