The Identity of The Study Program

Name of the Study Program : Mathematics Education
Faculty : Faculty of Mathematics and Science Education
Address : Jl. Dr. Setiabudhi No. 299 Bandung
Phone/Fax : 022-2004508
Homepage : http://home.matematika.upi.edu
Establishment Decree : 243/DIKTI/Kep/1996
Accreditation Grade : A (skor: 363),
039/BAN-PT/Ak-XIV/S1/XI/2011
25 Nopember 2011
Quality Management System : ISO 9001:2008, No.48265/A/0001/UK/En. 28 Sep 2011,
Expiry Date: 27 september 2017.
(Accredited by URS)
Title of the program graduate : S.Pd. (Bachelor of Education in Mathematics)
Entrance requirement : Pass one of the three university entrance tests: SBMPTN, SNMPTN dan UM UPI
Study Period : 4 years (8 semester)
Number of credits : 150 Credits
Graduation requirement : GPA  2.00
TOEFL score  425
Advanced study : PPG (Teacher Education Program) or a Masters degree (in mathematics education or pure mathematics)

 

Rationale

The history of the Department of Mathematics Education, as the main part of the Study Program of Mathematics Education, is summarized in Table 1  below.

Table 1
The history of the Department of Mathematics Education
Faculty of Mathematics and Science Education
Indonesia University of Education

Year Description Annotation
1963 Department of Mathematics was established This is one of the departments at the Faculty of Exact Science Teaching  (FKIE)
1972 Department of Mathematics was transformed into Department of Mathematics Education
1998 Through UPI wider mandate, study program of mathematics was established (non-educational program) Department of Mathematics Education has two study programs: Mathematics Education and Mathematics
2014 The name of ‘Jurusan Pendidikan Mathematika’ is changed into ‘Departemen Pendidikan Matematika’ (Department of Mathematics Education) SK. No. 6637/UN40/HK/2014

The development of Department of Mathematics Education lecturers’ knowledge and competencies is carried out through expertise groups (KBK). The focus of the study of the KBK includes: Mathematics education for primary school, mathematics education for secondary school, and mathematics education for higher education. The KBK activities include discussion, seminars, and workshops on each of aforementioned focus.


Goals

The Mathematics Education Program Study aims to (1) produce mathematics education bachelors, having the following characteristics: good personality, achievement, creative, leading, professional, global competitiveness, and able to collaborate and compete in the field of mathematics education; (2) organize mathematics education research that relevant to the development of science and technology to produce innovations in education, teaching-and-learning, and in mathematics education research in particular; (3) implement social services based on the research results in the field of mathematics education; (4) Carry out collaborations with various institutes in either domestic or abroad to increase educational and research performances of the lecturers; (5) empower lecturers and students to make use of ICT in both teaching-and-learning processes and research.


Learning Outcomes
(LO) and Teaching and Learning Approach

The learning outcomes (LO) of the Study Program of Mathematics Education, Faculty of Mathematics and Science Education, is presented in Table 2 below.

Table 2
Learning Outcomes and Teaching and Learning Process

  Learning Outcomes (LO) Teaching and Learning Approach Assessment
1. Profesional Knowledge and Reasoning
1.1 General knowledge on Mathematics Education 1. Mastering concepts and principles of didactics and pedagogic of mathematics education

2. Mastering mathematics knowledge to support professional tasks as a mathematics educator and  to support self development continuously.

Direct instruction, lecturing, classroom discussion, group discussion, article analysis

 

 

Written tests (midterm and final exams), and structured assignments

 

 

1.2 Specific knowledge on mathematics education 1. Mastering, and being able to analyze, the principles and techniques of planning, implementation, and evaluation of teaching-and-learning of mathematics.

2. Mastering methodologies of mathematics education research.

3. Being able to carry out mathematics education research as a self development continuously.

 

Direct instruction, classroom discussion, group discussion, the study of teaching-and-learning documents, the study of research result, play role, field observations (at schools), seminar.

 

 

 

Written tests (midterm and final exams), individual and group assignments, presentation.

 

1.       Professional Skill
2.1 Profession of Mathematics Educators

 

1. Being able to carry out the assignments in the field of mathematics education professionally.

2. Being able to responsible about the gained achievements to the institution or organization.

Direct instruction, classroom discussion, group discussion, play a role (peer teaching), teaching practice (internship at schools) Written tests (midterm and final exams), individual and group assignments, presentation, report, and teaching practice test.
2.2  Teaching skills 1. Being able to plan, implement, and evaluate mathematics learning-and-teaching innovatively through applying the recent concepts of pedagogic-and-didactic of mathematics.

2.  Being able to making use of various learning resources, including Science, Technology and Arts, which orient toward long-life skills.

Project-based teaching), group discussion, demonstration, guided inquiry, practicum, school observation, teaching practice at school (internship) Structured assignments, participation (during discussion), presentation, journal/report/portfolio, teaching-practice test
2.3 Research and Solving Problem Skills

 

1.    Being able to solve mathematics education problems based on research results.

2.    Being able to adapt to new situations through implementing relevant models, approaches, and techniques of learning-and-teaching.

3.    Having skills and abilities to take right and professional decisions based on the results of information and data analyses.

Direct instruction, literature analysis (to reputed journal articles), observation and data collection at schools, data analysis, group and classroom discussions. Structured assignment, participation during discussion, portfolio/journal/reports/article, presentation.

 

2.4 Class Managemen Skills

 

1.    Having competencies in planning and organizing various resources during the administration of classes, schools and educational institutions with full responsibility. Teaching simulation, observation at school, teaching practice at school.

 

Report/journal/article, and teaching practice test.

 

3.      Communication and Teamworks Skills
3.1 Teamworks Skills

(General)

 

1.    Having abilities to select various alternative solutions either independently or in groups in solving learning-and-teaching problems as well as counceling services problems, to achieve the best learning-and teaching processes and the optimal student development. Direct instruction, case study (anecdotal problems at schools), classroom and group discussions, school observation, teaching practices. Written tests (mid and final exams), participation during discussion, problem-based group assignments, reports/journal/papers, presentations.
3.2  Communication Skills

 

1.    Mastering factual knowledge about functions and benefits of technology, and in particular relevant information and Communication Technology for the life long learning-and-teaching of mathematics.

2.    Being able to publish the research results.

 

Direct instruction, demonstration, practicum, problem-based learning, observation at schools.

 

Written tests (mid and final exams), individual structured assignments, group structured assignments, reports/papers/articles, participation during discussion, and presentation.

 

4.     Personal Qualities and Professional Ethics
Being a citizen who is faith and devotes to God Almighty, prides and loves the country, as well as having a moral, ethical, and a good personality Direct instruction, group and classroom discussions, assignment-based learning. Written tests (mid and final exams), writing papers, presentations.

 

 

Program Structure

The study period to complete the study at the Mathematics Education Study Program  is  4 years (8 semesters). Group of courses and the number of credits to be completed at the study program are presented in Table 3 below.

Tabel 3
Number of course credits, and percentages of the group of courses
Study Program of Mathematics Education

Course Program Structure Number of Credits Percentages
(1) (2) (3)
General Skills
General Courses (MKU) 14 9.33
Course on Faculty Expertise (MKKF) 12 8.00
Sub total 26 17,3
Specific Skills
Course on Foundation of Education (MKDK) 12 8.00
Courses on Subject Matter Learning (MKPBS) 11 7,33
Courses on Internship (MKPPL) 4 2,67
Bachelor Thesis 6 4
Sub Total 31 22
Knowledge
Courses on Mathematics Subjects  (MKK) of the Study Program 75 50
Elective Courses on Knowledge and Expertise
(MKKKPil) of the Study Program
16 10.67
Sub Total 91 60.7
Total 150 100

 

Exit Test

The final assessment exit test, at the Study Program of Mathematics Education, is administered through the bachelor thesis defence. The process of writing the bachelor thesis is as follows: (1) writing a research proposal; (2) seminar of the research proposal, (3) collecting data and writing the results/writing the thesis; (4) the thesis defence. Several main topics for doing research and writing the bachelor thesis include: Higher Order Mathematical Thinking (HOMT), The implementation of the teaching-and-learning models; Didactical-Design Research, Ethno-mathematics, and Analyses of the Results of International Comparative Studies.

 

Support for Students

Several services, given to students, which aim to optimize student achievement, to produce on time graduation, and to trigger student creativity, among other things: each student is guided by an academic advisor (PA). The tasks of the academic advisor (PA) include guiding students in both academic and non-academic activities; encouraging talented students to attend mathematics and other competition; encourage students to do internship (teaching practice) in abroad, such as: Australia, Singapore and Malaysia; and encourage students to write research proposal—to obtain research grants, etcetera.