Purpose - This study aims to determine the influence of perceptions in terms of Islamic economics of converting cooperatives into Islamic cooperatives. Methodology/approach – This research is a quantitative descriptive type, a sample of 120 members and management of the Cooperative, research from August to October 2022, data were analyzed using validity and reliability tests and linear regression techniques. It Research findings, the results of this test obtained a tcount of 3.960 and a ttable of 1.981. The value of tcount > ttable means that there is an influence between the variables X and Y. The perceptions of members and management of cooperatives that convert Islamic cooperatives from an Islamic economic perspective have a significant effect on becoming Islamic cooperatives. Novelty/value –  There are many factors that fail to convert sharia and do not develop sharia cooperatives. The novelty of this study examines the perceptions of Islamic economics in Muslim-majority areas.

the present paper describes the second year-research entitled the learning trajectory on mathematical proof of the students majoring in mathematics education. It applies the product of the first-year research namely the framework of the learning trajectory of mathematical proof and the design of its means in the topic of the real number system and the real number sequence. The present research aims at obtaining the mathematical proof steps in the learning trajectory which has been already set in the first-year research. Design research was determined as the research method aimed at, according to Gravemeijer (2013), developing a Local Instruction Theory (LIT). The LIT is expected to improve the quality of learning by developing the sequence of activities and understanding the empirical phenomena about how something works. In this research, the steps of mathematical proof were hypothetically designed i.e., (1) understanding the statement which will be proved, (2) deciding to choose either direct proof or indirect proof, (3) writing the proof specifically, and (4) verifying the validity of the proof. After the activities had been applied, retrospective analysis was undertaken to identify whether the stages were in line to the learning trajectory set in the first-year research. The learning trajectory itself includes: (a) proof with simple procedures of which the proof of a statement is done with single thinking procedure, (b) existential proof covering existential proof and non-existential fact or concept, (c) proof with complex thinking procedure, and (d) proof through construction, The findings suggest that the steps of the previously hypothesized proof occur with a support which is called scaffolding by visualizing a diagram of proof as the guide for writing the proof and there are still difficulties of writing the proof symbolically and describing mathematical argument which relates each step of the proof process.

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This study aims to determine and analyze the effect of lending and placement of funds in other banks on the ability of banks to increase profitability. The study was taken data from one of the XYZ micro banking institutions in West Sumatra, based on year-end financial data from 2009 to 2019. This research uses a quantitative approach. The data source used is secondary data in the form of financial statement data for micro banking institutions for 11 (eleven) years. The data analysis method uses the Ordinary Least Square (OLS) method. The results showed that partially lending had a negative and significant effect on increasing profitability, placement of funds in other banks had a negative and insignificant effect on the increase in profitability of XYZ micro banking. Simultaneously, the variable of credit distribution and placement of funds in other banks has a significant effect on the increase in profitability of the XYZ micro banking institution

A learning trajectory for constructing mathematical proof has been developed. The trajectory is to provide the students with a step-by-step procedure in constructing arguments for proving mathematical statements. However, in proving activities, the students were found to encounter difficulties in completing a deductive axiomatic argument constituting an accepted mathematical proof. An investigation has been conducted to explore the problems the students experienced in constructing proofs. It was found that they faced language constraints in constructing mathematical arguments. They encountered challenges in how to correctly express the mathematical statements in their constructed proofs.