Penulis
Dr. Elika Kurniadi, S.Pd., M.Sc
Prof. Dr. Zulkardi, M.I.Komp., M.Sc
Prof. Dr. Ratu Ilma Inda Putri, M.Si
Dr. Darmawijoyo, M.Si
Kategori
Buku Referensi
ISBN
Dalam proses
e-ISBN
Dalam Proses
Ukuran
14 x 20 cm
Halaman
vii + 166 hlm
Tahun Terbit
Maret 2026
Harga
Rp 125.000,-
Sinopsis
In recent years, the teaching of mathematics has increasingly emphasized the importance of connecting abstract mathematical concepts with real-world phenomena. Derivatives, as one of the fundamental topics in calculus, often appear challenging to students when presented purely through symbolic and procedural approaches. Therefore, educators are encouraged to develop instructional strategies that bridge theoretical understanding with contextual learning experiences.
This book introduces a Local Instruction Theory (LIT) that integrates the topic of derivatives with the context of climate change. Climate change is one of the most pressing global issues of our time, influencing environmental, social, and economic systems. By incorporating this context into mathematics learning, students are encouraged not only to understand mathematical concepts but also to develop awareness of global environmental challenges.
The integration of climate change into derivative learning provides meaningful opportunities for students to explore real data, analyze environmental trends, and interpret rates of change that occur in natural phenomena. In this way, derivatives become more than mathematical procedures; they transform into analytical tools that help learners understand dynamic processes occurring in the world around them.
This book presents a carefully designed instructional framework that supports teachers and educators in implementing derivative learning through contextual and inquiry-based approaches. The Local Instruction Theory developed here describes learning trajectories, instructional activities, and conceptual progressions that guide students toward a deeper understanding of derivatives.
Through the use of climate change data—such as temperature variations, carbon emissions, sea-level rise, and environmental indicators—students are invited to engage in authentic problem-solving experiences. These activities encourage critical thinking, mathematical reasoning, and the ability to connect mathematical models with real-world interpretations. The development of this instructional theory is grounded in contemporary perspectives of mathematics education, particularly those that emphasize student-centered learning, contextual problem solving, and the construction of knowledge through guided exploration. It reflects the belief that mathematics learning becomes more powerful when it is meaningful and socially relevant.