Penulis
Arbella Sri Marleny M, M.Pd
Prof. Dr. Zulkardi, M.IKom., M.Sc
Prof. Dr. Ratu Ilma Indra Putri, M.Si
Prof. Dr. Yusuf Hartono, M.Sc
Kategori
Buku Referensi
ISBN
Dalam proses
e-ISBN
Dalam Proses
Ukuran
14 x 20 cm
Halaman
vii + 196 hlm
Tahun Terbit
April 2026
Harga
Rp 145.000,-
Sinopsis
The rapid development of the 21st century demands that education systems continuously adapt to changing needs. One of the essential competencies that must be mastered by students is numeracy, which serves as a fundamental skill for problem-solving in everyday life. However, many students still experience difficulties in understanding number concepts in meaningful ways.
This book is grounded in the belief that mathematics learning should be contextual, meaningful, and closely related to students’ real-life experiences. Tourism contexts are introduced as a rich and relevant learning environment that can bridge abstract mathematical concepts with concrete situations familiar to students.
The concept of a local instructional theory is central to this work. It emphasizes the development of learning trajectories, teaching strategies, and instructional activities that are specifically designed based on students’ characteristics and local contexts. By integrating tourism contexts, this book offers an innovative approach to make number learning more engaging and effective.
Through this book, the author seeks to provide a comprehensive framework for teachers, researchers, and education practitioners in designing and implementing meaningful mathematics instruction. The discussions include theoretical foundations, instructional design, and practical examples that can be directly applied in classroom settings.
The integration of tourism contexts into mathematics learning not only enhances students’ understanding of number concepts but also fosters their appreciation of local culture and environment. This approach aligns with the broader goals of education, which aim to develop students’ cognitive, social, and cultural competencies. Furthermore, this book highlights the importance of student-centered learning, where learners actively construct their knowledge through exploration and interaction. The proposed instructional theory encourages teachers to act as facilitators who guide students in discovering mathematical ideas in authentic contexts.