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Perencanaan pembelajaran
Buku yang berjudul “Perencanaan Pembelajaran” ini berisi tentang banyak hal di antaranya Hakikat Perencanaan Pembelajaran, Model Perencanaan Pembelajaran, Perangkat Proses Pembelajaran, Variabel Pembelajaran, Penilaian Pembelajaran, Faktor Emosional Anak Dalam Merancang Pembelajaran, Media Pembelajaran, Konsep Belajar Mengajar, Perangkat Kegiatan Pembelajaran, Sistem Dalam Proses Pembelajaran. Pembelajaran merupakan suatu proses yang kompleks dan memerlukan perencanaan yang matang agar dapat mencapai tujuan yang diinginkan. Perencanaan pembelajaran merupakan upaya untuk membelajarkan siswa dengan mempertimbangkan berbagai aspek yang terkait dengan proses pembelajaran. Dalam buku ini, akan dibahas mengenai hakikat perencanaan pembelajaran, termasuk pengertian, tujuan, dan aspek-aspek yang harus diperhatikan dalam perencanaan pembelajaran.
Buku Ajar Mata Kuliah Terintegrasi Bahasa Ibu
Buku pembelajaran mikro ini disusun untuk kebutuhan para pendidik khususnya dalam pengembangan keterampilan mengajar yang bertujuan lebih jauh lagi pada peningkatan kesadaran penggunaan bahasa daerah atau bahasa ibu. Buku ini tersusun secara utuh dengan menyajikan langkah-langkah belajar secara sistematis, terarah, memiliki sudut pandang yang jelas dan mengulas penerapan pembelajaran berbasis bahasa ibu yang meliputi hakikat pembelajaran mikro, karakteristik pembelajaran mikro, prosedur pelaksanaan pembelajaran mikro, perencanaan pembelajaran mikro terintegrasi bahasa ibu, keterampilan dasar mengajar 1 terintegrasi bahasa ibu, keterampilan dasar mengajar 2 terintegrasi bahasa ibu, dan keterampilan dasar mengajar 3 terintegrasi bahasa ibu. Buku ini disajikan sesuai dengan aturan yang dikeluarkan oleh Departemen Pendidikan Nasional yang memenuhi syarat kelayakan untuk digunakan.
Teori dan Aplikasi Pembelajaran Matematika di SD/MI
Matematika merupakan alat untuk memberikan cara berpikir, menyusun pemikiran yang jelas, tepat, dan teliti. Matematika sebagai suatu obyek abstrak, tentu saja sangat sulit dapat dicerna siswa Sekolah Dasar. Siswa SD belum mampu untuk berpikir formal maka dalam pembelajaran matematika sangat diharapkan bagi para pendidik mengaitkan proses belajar mengajar di SD dengan benda konkret. Siswa Sekolah Dasar berada pada umur yang berkisar antara usia 7 hingga 12 tahun, pada tahap ini siswa masih berpikir pada fase operasional konkret. Kemampuan yang tampak dalam fase ini adalah kemampuan dalam proses berpikir untuk mengoperasikan kaidah-kaidah logika, meskipun masih terikat dengan objek yang bersif...
Kompetensi Sumber Daya Manusia 5.0 Berbasis Spiritualitas
Buku ini terdiri dari lima bab yang mendeskripsikan tentang. Bab 1 berisi tentang Perkembangan Revolusi Industri. Bab 2 berisi materi tentang Kompetensi Sumber Daya Manusia. Bab 3 berisikan materi terkait Kompetensi Sumber Daya Manusia 5.0 Berbasis Spiritualitas. Selanjutnya, Bab 4 berisikan materi terkait Dimensi Kompetensi Sumber Daya Manusia 5.0 Berbasis Spiritualitas. Bab 5 mendeskripsikan tentang Skill Up Kompetensi Sumber Daya Manusia 5.0 Berbasis Spiritualitas Dalam Menghadapi Era Perubahan.
Theories of Mathematics Education
Advances in Mathematics Education is a new and innovative book series published by Springer that builds on the success and the rich history of ZDM—The Inter- tional Journal on Mathematics Education (formerly known as Zentralblatt für - daktik der Mathematik). One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the state-of-the-art on c- tral sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state of the art. The main idea is to move the ?eld forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. Taking ins- ration from Henri Poincaré (1854–1912), who said “To create consists precisely in not making useless combinations and in making those which are useful and which are only a small minority.
Problem Solving in Mathematics Education
This survey book reviews four interrelated areas: (i) the relevance of heuristics in problem-solving approaches – why they are important and what research tells us about their use; (ii) the need to characterize and foster creative problem-solving approaches – what type of heuristics helps learners devise and practice creative solutions; (iii) the importance that learners formulate and pursue their own problems; and iv) the role played by the use of both multiple-purpose and ad hoc mathematical action types of technologies in problem-solving contexts – what ways of reasoning learners construct when they rely on the use of digital technologies, and how technology and technology approaches can be reconciled.
Teaching Critical Thinking in Psychology
Teaching Critical Thinking in Psychology features currentscholarship on effectively teaching critical thinking skills at alllevels of psychology. Offers novel, nontraditional approaches to teaching criticalthinking, including strategies, tactics, diversity issues, servicelearning, and the use of case studies Provides new course delivery formats by which faculty cancreate online course materials to foster critical thinking within adiverse student audience Places specific emphasis on how to both teach and assesscritical thinking in the classroom, as well as issues of widerprogram assessment Discusses ways to use critical thinking in courses ranging fromintroductory level to upper-level, including statistics andresearch methods courses, cognitive psychology, and capstoneofferings
Critical Thinking
In this book, Jennifer Moon explores and clarifies critical thinking and provides practical guidance for improving student learning and supporting the teaching process. Key themes covered include: different views of and approaches to critical thinking with an emphasis on a practical basis that can be translated into use in the classroom. links between learning, thinking and writing the place of critical thinking alongside other academic activities such as reflective learning and argument critical thinking and assessment, class environments, staff knowledge and development, writing tasks and oral tasks. Teachers in all disciplines in post-compulsory education will find this approach to defining and improving students’ critical thinking skills invaluable.
