Umar bin Khathab was the chaliph of about 10 years. He was well know as his ekspansion policies. He introduced a goverment administrasion system by dividing its area and building Baitul mal to be an independent institution. Those exspansion policies had reached the goal successfully, so as the income of the a sure of the Baitul mal were overabundance. Then, the chaliph Umar managed it through accumulation and emission by forming Diwan. He had applied the concept of Islamic management long before the weit management exisheted. The concent of Umar’s give preference on manner which related to the value of faith and truth. He also applied the Syura concept on manner and management activity, especially those which related to the determination of decision. Dividing goverment area and Amir and Madinah as the center of polity and Baitu mal the independent institution out of the goverment intervension became chaliph Umar contribution Islamic polity.

This study aims to analyze the implementation of transformative education in the Mathematics Education (Tadris Matematika) Study Program in producing Islamic, professional, and competitive mathematics educators. The sample in this research is Mathematics Education (Tadris Matematika) lecturers and students. Collecting data using observation, interviews, and documentation. The methods of data analysis used are reduction, display, and conclusion drawing and triangulation techniques. From this study, it was found that the implementation of transformative education in mathematics education (tadris matematika) study program was carried out by lecturers in producing Islamic, professional, and competitive mathematics educators. In producing Islamic educators, it is necessary to evaluate and improve again. In producing professional educators, the effort is still minimal, while the efforts of lecturers in producing competitive mathematics educators already exist through scientific writing competitions, but this has not had a good impact on producing competitive mathematics educators because most students are still insecure/lack of confidence in take part in competitions. The obstacles found are the lack of supporting infrastructure in professional development and the lack of self-confidence and motivation from students and lecturers. The contribution in this research is as an evaluation material for Mathematics Education (Tadris Matematika) lecturers, faculties in improving prospective Islamic, professional, and competitive mathematics educators in accordance with the vision and mission of the Mathematics Education (Tadris Matematika).