Moh. Atikurrahman

@ibrahimy.ac.id

Mathematics Education, Faculty of Education Universitas Ibrahimy, Situbondo, Indonesia
Universitas Ibrahimy



                                   

https://researchid.co/atik.unib

RESEARCH INTERESTS

Aljabar

3

Scopus Publications

Scopus Publications

  • Building a caring community in problem based learning to improve students' mathematical connection capabilities
    M Tohir, M Atikurrahman, M Maswar, L A Daulay, M Minhaji, A Albadri, and W Sardjono
    IOP Publishing

  • Prospective teachers' expectations of students' mathematical thinking processes in solving problems
    Mohammad Tohir
    Eurasian Society of Educational Research
    This research aims to describe the expectations of prospective teachers for students' mathematical thinking processes in solving problem-based on the Polya model. This model is perceived by the theory of mathematical thought processes proposed by Mason. A descriptive method with a qualitative approach was used in this research. The research subjects were 25 students from the Department of Mathematics Education, Ibrahimy University. The test was given to collect data related to mathematical thinking processes expected by prospective teachers to students. Collected data including observations, tests, and interviews were tested in the aspect of their validity by triangulation. The qualitative descriptive was used to analyze the data. The results indicated that: (1) The average GPA (Grade Point Average) of the high, medium, and low group prospective teachers' were 93.25; 89.89; and 83.63 with a standard deviation of 1.754 each; 1.054; and 5.370, respectively (2) The prospective teachers expected that the students' mathematical thinking processes were able to carry out all of four mathematical thinking processes based on Mason Theory; (3) The prospective teachers expected that students were able to use Mason Theory on every stage of the Polya model problem solving; and (4) The expectation of prospective teachers were specializing (89%), generalizing (75%), conjecturing (62%), and convincing (59%). The results suggest for following up in a teachers or lecturer’s meeting in order to find out the expectations of their students' mathematical thinking processes, both in mathematics or other disciplines.