This article aims to describe validity of the learning of differential concept using the context of climate change viewed from some practitioners. The activity design that has been made needs to be tested for validity by experts and practitioners. The method used was a design study involving preliminary design, including self-assessment, peer review, and individual, small group, and field testing. However, this article only covered the peer review phase. It aims to illustrate early learning of mathematics using differential concepts in the context of climate change from an experienced perspective. The study includes evaluations by teachers with experience in school learning. Documents and questionnaires were used as data collection techniques. The method used was a design study involving preliminary design, including self-assessment, peer review, and individual, small group, and field testing. This article only covered the peer review phase. It aims to illustrate early learning of mathematics using differential concepts in the context of climate change from an experienced perspective. The study includes evaluations by teachers with experience in school learning. Documents and questionnaires were used as data collection techniques.
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22 April 2024
THE 5TH SRIWIJAYA UNIVERSITY LEARNING AND EDUCATION (SULE) INTERNATIONAL CONFERENCE 2023: Reimagining Learning toward Equitable Education
5 October 2022
Palembang, Indonesia
Research Article|
April 22 2024
From the practitioners review: Learning design using climate change context for differential topic
Elika Kurniadi;
Elika Kurniadi
a)
a)Corresponding author : [email protected]
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a)Corresponding author : [email protected]
AIP Conf. Proc. 3052, 020022 (2024)
Citation
Elika Kurniadi, Zulkardi, Ratu Ilma Indra Putri, Darmawijoyo; From the practitioners review: Learning design using climate change context for differential topic. AIP Conf. Proc. 22 April 2024; 3052 (1): 020022. https://doi.org/10.1063/5.0202893
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