Penulis
Dina Octaria, S.Si., M.Pd
Prof. Dr. Zulkardi, M.IKom., M.Sc
Prof. Dr. Ratu Ilma Indra Putri, M.Si
Prof. Dra. Cecil Hiltrimartin, M.Si., Ph.D
Kategori
Buku Referensi
ISBN
Dalam proses
e-ISBN
Dalam Proses
Ukuran
14 x 20 cm
Halaman
vii + 263 hlm
Tahun Terbit
Maret 2026
Harga
Rp 145.000,-
Sinopsis
The primary focus of this book is the development of a local instructional theory that supports students’ understanding of three-dimensional geometry, specifically cubes and cuboids. These fundamental concepts are often introduced at the elementary level, yet many students encounter difficulties in visualizing and applying them in real-life contexts. Therefore, this work aims to bridge the gap between abstract mathematical ideas and students’ lived experiences.
A distinctive feature of this book lies in its integration of cultural contexts into mathematics learning. Culture is not merely an external element but an essential component that shapes how learners interpret and construct knowledge. By embedding mathematical concepts within familiar cultural settings, the learning process becomes more engaging, meaningful, and relevant to students’ daily lives.
The design presented in this book is grounded in research-based principles, particularly the framework of local instructional theory. This approach emphasizes the iterative process of designing, testing, and refining instructional activities to ensure their effectiveness in supporting students’ conceptual understanding. It highlights the importance of anticipating students’ thinking and providing learning trajectories that guide them toward deeper comprehension.
Spatial literacy, as discussed in this book, is a crucial competence in mathematics and beyond. It enables learners to interpret, visualize, and manipulate spatial information, which is essential in various disciplines such as science, engineering, architecture, and technology. By focusing on cubes and cuboids, this book contributes to the development of foundational spatial skills that are vital for students’ academic and professional futures. The instructional design outlined here incorporates a sequence of carefully structured activities that encourage exploration, discussion, and reflection. Students are guided to construct their own understanding through hands-on experiences, collaborative learning, and problem-solving tasks. This learner-centered approach aligns with contemporary educational paradigms that prioritize active engagement over passive reception.