Implikasi Peran Dan Fungsi Pengawasan Bank Syariah Di Indonesia Pasca UU No. 21 Tahun 2011

The growth of the Sharia banking system in Indonesia is considered a measure of Sharia's economic success. The Indonesian Sharia Banking Supervision is responsible for regulating sharia banking activities. It is important to note that this information is from a regulatory point of view. The regulation and supervision of sharia banking activities are based on amendments to Act No. 3 of 2004 on the Bank of Indonesia, No. 23 of 1999, and Law No. 21 of 2008. After the passing of OJK Act No. 21 in 2011, Indonesian banks were granted the authority to oversee Sharia banks, which were then transferred to the JSC. The Financial Services Authority was formed due to concerns from various parties about the supervisory function of Indonesian banks in regulating Sharia banking. The JSC does not directly monitor all activities of Sharia institutions, but rather ensures that certain aspects are overseen by other institutions, such as the DPS (Dewan Pengawas Syariah).  The DPS is responsible for overseeing Sharia Financial Institutions, and is registered based on the approval of the National Sharia Council (DSN). The objective of the OJK is to meet and protect the needs and interests of the public, create a stable and sustainable financial system, and implement a financial system based on the principles of good governance, which include accountability, transparency, and independence.

Transition of Students from Arithmetic to Algebra

Primary mathematics curriculum starts with the manipulation of real numbers which is known as arithmetic. Algebra is an extended and generalized form of arithmetic that emerges from basic operations on numbers. However, this connection has not been established in the school mathematics curriculum. This is why students generally consider that arithmetic and algebra are two disjointed subjects. This misconception can be addressed if the teachers engage students in the meaning-making process instead of making them passive listeners in the classrooms. If the teachers engage the students in seeking connections among different mathematical ideas, it is likely that students can perceive algebra as generalized arithmetic, which can enhance their conceptual understanding in this area. Thus, introducing pre-algebraic activities, involving the equal sign and some unknown in the later stage of primary education (class 4 and 5), can be useful for the students to make the transition from Arithmetic to Algebra. These activities not only help the students identify the unknown numbers but also help them understand the concept of the sign of equality. Data reveals that most of the students focus on operational signs (+, −, ×, ÷) only while solving the questions involving unknown and sign of equality. They think that the sign of equality (=) is nothing but a separator of the answer and the basic question. On the other hand, some students call this equal sign (=) as a ‘signal to do something’. The findings of the study indicate that these pre-algebraic activities in the arithmetic classes provide students with opportunities to build a bridge for a smooth transition from arithmetic environment into the algebraic environment. Data also indicates that the introduction of patterns and word problems related to daily life situations are helpful to make the students understand the concept of variables in algebra. Otherwise, they face lots of difficulties in the formation of algebraic expressions and equations. Findings of this study also showed a reasonable progression in the students’ understanding of algebra. This study has also highlighted group and pair work, planning, use of materials as promoting factors in the enhancement of the thinking and reasoning skills of students. The study has implications for mathematics teachers as well as teacher educators in their teaching of Algebra and professional training programmers, respectively. It also generated many possibilities for further studies in the future.