The Students’ Reflective Abstraction in Implementing MBKM
Learning from the obstacles faced by other universities whose nature is administrative wise, currently questions still arise regarding the implementation of MBKM, which is about how the abilities will be developed by students who take part in the MBKM program, especially their hard skills, Reflecti...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | Indonesian |
| Published: |
UNMUHBABEL PRESS
2025-01-01
|
| Series: | Inovasi Matematika |
| Subjects: | |
| Online Access: | https://inomatika.unmuhbabel.ac.id/index.php/inomatika/article/view/493 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1823861407115902976 |
|---|---|
| author | Risnina Wafiqoh Fitri Apriani |
| author_facet | Risnina Wafiqoh Fitri Apriani |
| author_sort | Risnina Wafiqoh |
| collection | DOAJ |
| description |
Learning from the obstacles faced by other universities whose nature is administrative wise, currently questions still arise regarding the implementation of MBKM, which is about how the abilities will be developed by students who take part in the MBKM program, especially their hard skills, Reflective Abstractions. This research aims to determine the Reflective Abstractions (RA) of Students who carry out MBKM program and the factors that cause the obstacles in implementing MBKM. This research used a phenomenology method involving 6 students participating in the MBKM Mathematics Education study program. There was 1 student participating in the MBKM PMM scheme, 4 students participating in the Kampus Mengajar scheme, 1 student participating in the KKN Tematik scheme. The research results were analyzed qualitatively in four steps. This research resulted in all levels of reflective abstractions possessed by MBKM student participants. Starting from level 1, recognition; level 2, representation; level 3, structural abstraction; and level 4, structural awareness. However, not all subjects reach the level 4 of reflective abstractions and not all subjects have consistent reflective abstractions. In certain circumstances, they are facing problems that they have yet to understand from adapting MBKM activities, causing them to be unable to develop the new concepts.
|
| format | Article |
| id | doaj-art-6007ce80663544f481bc6553bc041b2c |
| institution | Kabale University |
| issn | 2656-7431 2656-7245 |
| language | Indonesian |
| publishDate | 2025-01-01 |
| publisher | UNMUHBABEL PRESS |
| record_format | Article |
| series | Inovasi Matematika |
| spelling | doaj-art-6007ce80663544f481bc6553bc041b2c2025-02-09T14:51:54ZindUNMUHBABEL PRESSInovasi Matematika2656-74312656-72452025-01-017110.35438/inomatika.v7i1.493The Students’ Reflective Abstraction in Implementing MBKMRisnina Wafiqoh0Fitri Apriani1Mathematics Education, Universitas Muhammadiyah Bangka Belitung, IndonesiaMathematics Education, Universitas Muhammadiyah Bangka Belitung, Indonesia Learning from the obstacles faced by other universities whose nature is administrative wise, currently questions still arise regarding the implementation of MBKM, which is about how the abilities will be developed by students who take part in the MBKM program, especially their hard skills, Reflective Abstractions. This research aims to determine the Reflective Abstractions (RA) of Students who carry out MBKM program and the factors that cause the obstacles in implementing MBKM. This research used a phenomenology method involving 6 students participating in the MBKM Mathematics Education study program. There was 1 student participating in the MBKM PMM scheme, 4 students participating in the Kampus Mengajar scheme, 1 student participating in the KKN Tematik scheme. The research results were analyzed qualitatively in four steps. This research resulted in all levels of reflective abstractions possessed by MBKM student participants. Starting from level 1, recognition; level 2, representation; level 3, structural abstraction; and level 4, structural awareness. However, not all subjects reach the level 4 of reflective abstractions and not all subjects have consistent reflective abstractions. In certain circumstances, they are facing problems that they have yet to understand from adapting MBKM activities, causing them to be unable to develop the new concepts. https://inomatika.unmuhbabel.ac.id/index.php/inomatika/article/view/493AbstractionMerdeka Belajar Kampus MerdekaReflective Abstraction |
| spellingShingle | Risnina Wafiqoh Fitri Apriani The Students’ Reflective Abstraction in Implementing MBKM Inovasi Matematika Abstraction Merdeka Belajar Kampus Merdeka Reflective Abstraction |
| title | The Students’ Reflective Abstraction in Implementing MBKM |
| title_full | The Students’ Reflective Abstraction in Implementing MBKM |
| title_fullStr | The Students’ Reflective Abstraction in Implementing MBKM |
| title_full_unstemmed | The Students’ Reflective Abstraction in Implementing MBKM |
| title_short | The Students’ Reflective Abstraction in Implementing MBKM |
| title_sort | students reflective abstraction in implementing mbkm |
| topic | Abstraction Merdeka Belajar Kampus Merdeka Reflective Abstraction |
| url | https://inomatika.unmuhbabel.ac.id/index.php/inomatika/article/view/493 |
| work_keys_str_mv | AT risninawafiqoh thestudentsreflectiveabstractioninimplementingmbkm AT fitriapriani thestudentsreflectiveabstractioninimplementingmbkm AT risninawafiqoh studentsreflectiveabstractioninimplementingmbkm AT fitriapriani studentsreflectiveabstractioninimplementingmbkm |