COURSE DESCRIPTION
The Philosophy of Science
This course covers the Nature of Science, Logic, Language and Mathematics Education as well as Mathematics and Science through ontology, epistemology and axiology and their relation to the development of science and culture.
Educational Research Methodology
This course covers the fundamental principles and methods of scientific research, which are essential for writing a thesis. The course covers topics such as quantitative and qualitative research paradigms, types of research, research nature, problems and variables, theoretical framework, research methods, discussion and findings, instrument development, qualitative data collection and analysis, conclusions and rules for writing scientific reports in educational research.
Abstract Algebra
The aim of this course is to improve the ability to analyze and think critically when explaining and proving mathematical concepts. The course covers topics such as numbers, sets, mappings, groupoids, semigroups, groups, finite groups, abelian groups, cyclic groups, permutation groups, subgroups, normal subgroups, the theorem of Lagrange, homomorphisms, isomorphisms, automorphisms, kernels, inverse images, rings, subrings, ideals, maximal ideals, domain integrals, and fields.
Development and Problems in Mathematics Education
The aim of this course is to enhance students’ skills in identifying, analyzing, and evaluating issues and challenges in mathematics education. This course centres around the analysis of several current pieces of literature on mathematics education. Through the study of diverse literature on mathematics education, students gain a deeper understanding regarding the development of issues, trends, and challenges in this field. Upon completion of the course, students are expected to generate a literature review paper on a specific topic in mathematics education.
Mathematical Statistics
The aim of this course is to provide students with foundational concepts in statistics, the mathematical derivation of statistical theories, and their practical application in everyday life. The topics covered in this course include probability, the distribution of random variables, special discrete and continuous random variables, the joint distribution of random variables, the transformation of random variables, the limits of rows of random variables, sampling statistics and distributions, point estimation, interval estimation, and hypothesis testing.
New Orientation in Education
The aim of this course is to develop students’ ability to analyse and evaluate current trends in educational psychology. The topics covered in this course include learning theories, affectivity in mathematics education, teacher and student beliefs, inclusive education, especially with regards to mathematics learning, and equality in education. Upon completion of this course, students will have the ability to compose a paper on a topic within the realm of educational psychology.
Educational Statistics
This course aims to provide students with the necessary skills to analyse data in educational research using descriptive and inferential statistics, and to accurately interpret the results of their analyses. This course covers a wide range of topics including basic statistics concepts, descriptive statistics, random variable distribution, hypothesis testing, normality and homogeneity tests, mean similarity test, regression and correlation analysis, path analysis, analysis of variance and covariance, and structural equation modelling.
Mathematics Teaching and Learning Designs
The objective of this course is to enhance students’ skills in analysing, evaluating, and developing learning designs for mathematics. The course topics comprise the following: taxonomy of learning objectives, student characteristics, 21st century skills, instructional analysis, instructional strategies, evaluation of learning outcomes (test and non-test forms), development of instructional materials, formative evaluation, instructional media, instructional methods, use of information and communication technology in instruction, and distance learning. Upon completing the lecture, students should be capable of creating learning designs that suit the current context.
Evaluation in Mathematics Teaching and Learning
This course examines the aims of classroom assessment, the distinction between assessment, evaluation and measurement, the design of classroom assessment plans and instruments, and the analysis and interpretation of assessment results in order to improve the quality of mathematics learning.
Advanced Real Analysis
This course is a continuation of Real Analysis. It aims to develop the ability to analyse, prove and explain more complex mathematical concepts. This course covers the concepts of derivative, Riemann integral, in the real number system, and in metric spaces.
Advanced Abstract Algebra
This course is a continuation of the Abstract Algebra course and aims to develop analytical and critical thinking skills in the explanation and proof of more complex algebraic systems, such as permutation groups and their properties, group decompositions, modules, rings over fields, ring polynomials, domains, and field integrals.
Real Analysis
The aim of this course is to develop the ability to analyze, prove, and explain mathematical concepts. The course covers mathematical concepts such as set theory, open and closed intervals, e-environment, infimum, supremum, functions, convergent and divergent lines, limit functions, and function continuity.
Mathematical Modelling
This course covers the process of creating mathematical models and finding their solutions. The initial stage of modelling involves converting a real-world problem into a mathematical model. Firstly, simplifications are made by introducing assumptions in order to obtain a more tractable model. The following stage involves analysing the model to determine the solution. Finally, an interpretation of the model solution is carried out. The final stage is to verify whether the solution corresponds to the real problem. If it does not fit, it is necessary to review the underlying assumptions. The modelling process can be repeated multiple times. The following section presents some modelling examples by going through each stage of the process. Prior to analysing the model to determine the solution (mathematical result), the relevant theory, including calculus, differential equations, statistics, and numerics, is reviewed. At the end of the lecture, students will work in groups to create a project that models a real problem, which will be solved using these stages.
Realistic Mathematics Teaching and Learning
The course on Realistic Indonesian Mathematics Education (PMRI) explores realistic and contextual mathematics education theory and practice. This course covers: a. PMRI History and b. PMRI Theory, which encompasses: This section covers PMRI criteria and characteristics, as well as design research, which includes: a) Local instructional theory and the learning trajectory hypothesis (HLB), b) Analysis of SMP/SMA realistic mathematics learning in Skipsi and the design research thesis, c) Developing topics in lesson plans using the PMRI approach, and d) Teaching experiments using the PMRI approach are covered. This course adopts an adult learning or andragogic approach. The course employs various approaches and methods for active learning, inquiry, and contextual learning such as question and answering, discussions, and assignments.
Media and Information and Communication Technology (ICT) in Mathematics Teaching and Learning
This course covers the major concepts of research and development of teaching and learning media, geogebra software, video editing software, operating hardware of video editing, plan and create ICT teaching and learning media.
Discrete Mathematics
This course covers the theoretical foundations, practical application and development of discrete mathematics material such as combinatorial problems, graphs, trees, planar graphs and graph colouring.
Mathematical Higher Order Thinking
This course is designed to help students understand the main concepts of higher-order thinking skills and related theories. Additionally, specific methods and strategies to enhance HOTS will be discussed. The course will also include research related to HOTS-based teaching and learning. Furthermore, the development of HOTS in students will be explored. Teaching and learning based on Higher Order Thinking Skills (HOTS), and assessment instruments for HOTS could be mentioned. Models for assessing HOTS and research focused on HOTS assessment could be discussed. Also, the development and validation of HOTS assessment instruments, as well as research on the affective aspects of HOTS, could be explored. Additionally, research trends related to HOTS and their implications for education may be examined.
English for Mathematics Teaching and Learning
This course aims to develop your ability to use English accurately and appropriately in maths and to understand maths and maths education texts. The lectures will introduce students to mathematical terms in English, mathematics academic texts and mathematics education journals. This will enable them to analyse the content of academic texts and summarise and present mathematics education journals. Evaluation of the learning process and outcomes will be done through written and performance tests. The course adopts an andragogic approach, which is aimed at adult learners. Active learning, inquiry, cooperative learning, contextual learning, and question and answer techniques through discussions and assignments are some of the approaches and methods used in this course.
Leadership in Learning Organizations
This course covers learning organizations, discipline of learning organization, model of learning organization, leadership, leadership styles in learning organizations, research on leadership in learning organizations.
Development of Research Instrument
This course aims to provide students with the steps and procedures for creating research tools for both quantitative and qualitative research, namely Classroom Action Research (CAR), Research and Development (RnD), and Design Research (DR).
Thesis Seminar
The objective of this course is for students to develop a research proposal that intends to address issues in mathematics education. When composing the proposal, students conduct a review of various articles published within the last decade that relate to the problems under discussion. Upon the approval of the research title, students will be assigned two supervisors. The proposal, endorsed by both supervisors, must pass a seminar for dissertation proposals.
Thesis
This course offers students the opportunity to gain independent work experience in designing and implementing research related to mathematical education. It also involves writing scientific reports, in the form of either a thesis or published articles, under the supervision of two advisors. The scientific work involves conducting research projects that create a specific product in the field of education and teaching, such as curriculum, teaching materials, or evaluation instruments. The results of this research are then presented in written reports.