Penulis
Tika Dwi Nopriyanti, M.Pd
Prof. Dr. Zulkardi, M. I. Komp., M.Sc
Prof. Dr. Ratu Ilma Indra Putri, M.Si
Prof. Dra. Nyimas Aisyah, M.Pd., Ph.D
Kategori
Buku Referensi
ISBN
Dalam proses
e-ISBN
Dalam Proses
Ukuran
14 x 20 cm
Halaman
viii + 307 hlm
Tahun Terbit
Maret 2026
Harga
Rp 135.000,-
Sinopsis
Mathematics is often perceived as an abstract and difficult subject by many learners. One of the topics that frequently poses challenges is the concept of parabolas. Although parabolas are fundamental in algebra and analytic geometry, students often struggle to connect mathematical formulas with real-world phenomena. Therefore, innovative instructional strategies are required to bridge the gap between theory and application.
This book introduces a STEM-based Local Instructional Theory that utilizes the context of football to explore the concept of parabolas. Football, as one of the most popular sports worldwide, offers numerous authentic situations that illustrate parabolic motion, such as the trajectory of a kicked ball. By using this familiar context, learners can more easily visualize and understand the mathematical concepts behind quadratic functions and parabolic graphs.
The integration of STEM—Science, Technology, Engineering, and Mathematics—within mathematics learning provides a holistic framework that encourages problem-solving, critical thinking, and interdisciplinary understanding. Through STEM-based activities, pre-service teachers are not only expected to understand mathematical concepts but also to develop the ability to design meaningful learning experiences for their future students.
One of the main focuses of this book is the development of flexibility in mathematical thinking among pre-service teachers. Flexibility refers to the ability to approach problems from multiple perspectives, apply various strategies, and adapt reasoning when encountering new situations. Such skills are essential for teachers who will guide students in dynamic and diverse classroom environments.
In constructing this instructional theory, the authors emphasize the importance of contextual learning. Real-world contexts, such as sports, can transform abstract mathematical ideas into tangible experiences. By situating learning within meaningful contexts, students are more motivated to engage with mathematical problems and explore deeper conceptual connections. This book also highlights the design and implementation of learning trajectories that guide students gradually from informal understanding toward formal mathematical reasoning. The football context serves as a starting point for exploration, enabling learners to observe patterns, formulate conjectures, and eventually derive the mathematical properties of parabolas.