Menggagas System Sekolah Bertaraf International di Kota Banjar

Menggagas System Sekolah Bertaraf International

di Kota Banjar

“Suatu hari cucu-cucu kita akan harus pergi ke museum untuk melihat seperti apa itu kebodohan”

-H2O-

Kita harus berani bermimpi bahwa 8 tahun mendatang Kota Banjar mempunyai Sekolah International yang diakui Dunia

Ditambah dan diedit oleh:

Bpk. Endang J. S.Pd., Bpk. Drs. Ahmad S., Bpk. Drs. Nanang S.

(SMAN 1 Banjar)

dan

Arip Nurahman

(Indonesia University of Education & MIT Open Course Ware U.S.A.)

Abstract

An International school is loosely defined as a school that does not require their students to learn the national or local language of the country the school is located in. These schools cater mainly to students who are not nationals of the host country, such as the children of the staff of international businesses, international organizations, foreign embassies, missions, or missionary programs. Many local students attend these schools to learn the language of the international school and to obtain qualifications for employment or higher education in a foreign country. International schools can be both private, or public.

Introduction

Establishment

The first International schools were founded in the latter half of the 19th century in countries such as Japan, Switzerland and Turkey.^{[citation needed]} Early International schools were set up with the help of nations having large interests in the hosting nation. An exception to this rule being Robert College in Istanbul.^{[citation needed]}

Curriculum

International schools typically use curricula based on the school's country of origin. The most common international schools represent Education in the United Kingdom or Education in the United States. Many international schools use curricula specially designed for international school such as the International General Certificate of Secondary Education or the IB Diploma Programme. Like other schools, international schools teach the subjects such as language arts, mathematics, the sciences, humanities, the arts, physical education, information technology, and design technology. More recent developments specifically for primary school include the IBs Primary Years Programme (PYP) and the fast growing International Primary Curriculum (IPC).

Faculty

Faculties at International Schools are usually from or certified by the standards of their country of origin. However there are many exceptions. The most common exception is when the international school requires a teacher trained specifically for an international syllabus or for teaching a foreign language rare to the international school's country of origin. Hiring is frequently done at large international job fairs where schools can interview and hire several teachers at once.^{[citation needed]}

A kindergarten classroom in Afghanistan.

Isi

Visi Sekolah Bertaraf Internasional (SBI), yaitu terwujudnya insan Indonesia cerdas, beriman dan bertakwa terhadap Tuhan Yang Maha Esa, berakhlak mulia, berjati diri Indonesia, dan kompetitif secara global. Merespon visi tersebut, Indonesia sebagai Negara yang sedang berkembang harus bekerja keras untuk meningkatkan mutu sumber daya manusianya yang masih jauh tertinggal apabila dibandingkan dengan negara lain, khususnya di kawasan Asia.

Upaya yang harus dilakukan dalam rangka memperbaki mutu sumber daya manusia adalah dengan meningkatan mutu pendidikan. Fokus utama yang harus perhatikan dalam peningkatan mutu pendidikan adalah peningkatan institusi sekolah sebagai basis utama pendidikan, baik aspek manajemen, sumber daya manusianya, maupun sarana dan prasarananya. Salah satu program yang dilaksanakan pemerintah agar perubahan dan perkembangan tersebut dapat direspon dengan cepat adalah dengan meningkatkan kualitas/mutu sekolah dengan mengembangkan sekolah bertaraf internasional.

Sekolah Bertaraf Internasional adalah sekolah nasional yang menyiapkan peserta didiknya berdasarkan standar nasional pendidikan (SNP) Indonesia dan tarafnya internasional sehingga lulusannya memiliki kemampuan daya saing internasional. Sekolah Bertaraf Internasional pada hakikatnya mengacu pada Standar Nasional Pendidikan meliputi 8 (delapan) standar, yaitu:

1. Kompetensi lulusan,

2. Isi,

3. Proses,

4. Pendidik dan tenaga kependidikan,

5. Sarana dan prasarana,

6. Pembiayaan,

7. Pengelolaan,

8. Penilaian yang diperkaya, dikembangkan, diperluas, diperdalam melalui adaptasi atau adopsi terhadap standar pendidikan yang dianggap reputasi mutunya diakui secara internasional.

Aspek-aspek yang dikembangkan pada Sekolah Bertaraf Internasional adalah standar kompetensi lulusan standar Internasional, kurikulum standar internasional, PBM standar internasional, SDM standar internasional, fasilitas standar internasional, manajemen standar internasional, pembiayaan standar internasional, penilaian standar internasional.

Standar kompetensi lulusan Sekolah Bertaraf Internasional adalah keberhasilan lulusan yang melanjutkan ke sekolah internasional dalam negeri maupun di luar negeri dengan tetap berkepribadian bangsa Indonesia, menguasai dan terampil menggunakan ICT, mampu debat dengan Bahasa Inggris, terdapat juara internasional dalam bidang: olahraga, kesenian, kesehatan, budaya.

Mampu menyelesaikan, tugas–tugas dan mengumpulkan portofolio dengan baik, mampu meyampaikan/mendemonstrasikan tugas-tugas dari guru/sekolah, mampu melaksanakan eksprimen dalam pengembangan pe­ngetahuan dan keterampilan, mampu menemukan / mem­buktikan pengalaman bela­jarnya dengan berbagai karya, mampu menulis dan mengarang dengan bahasa asing atau dengan bahasa Indonesia yang baik dan benar, memperoleh kejuaraan olimpiade internasional dalam bidang: matematika, fisika, biologi, kimia, stronomi, dan atau lainnya Iditunjukkan dengan sertifikat internasional),

NUAN rata-rata tinggi (> 7,5), memiliki kemampuan penguasaan teknologi dasar, melakukan kerjasama dengan berbagai pihak, baik secara individual, kelompok/kolektif (lokal, nasional, regional, dan global) dengan bukti ada piagam kerjasama atau MoU yang dilakukan oleh lulusan, memiliki dokumen lulusan tentang karya tulis, persuratan, administrasi sekolah, penelitian.

Mampu menguasai bahasa asing dan bahasa Indonesia yang baik dan benar, memiliki dokumen dan pelaksanaan, pengelolaan kegiatan belajar secara baik (ada perencanaan, pengorganisasian, pelaksanaan, pengkoordinasian, dan evaluasi) dari lulusan, menguasai budaya bangsa lain, memiliki dokumen karya tulis, nilai, dll tentang pemahaman budaya bangsa lain dari lulusan, memiliki pemahaman terhadap kepedulian dengan lingkungan sekitar sekolah, baik lingkungan sosial, fisik maupun budaya, memiliki berbagai karya-karya lain dari lulusan yang bermanfaat bagi dirinya maupun orang lain, bangsa, dan terdapat usaha-usaha dan atau karya yang mencerminkan jiwa kewirausahaan lulusan.

Sekolah Berstandar Internasional akan dicapai melalui sebuah proses peningkatan kualitas sekolah yang berkesinambungan. Salah satu tujuan pokoknya adalah lulusan sekolah yang kompetensinya diakui secara internasional. Proses peningkatan kualitas ini menyangkut semua komponen sekolah yang meliputi kegiatan belajar mengajar.

Tulisan ini bertujuan untuk:

(1) Meningkatkan Mutu Tenaga Kependidikan Sekolah Bertaraf Internasional (SBI),

(2) Mengimplementasikan peran LPMP dalam program pengembangan Sekolah Bertaraf Internasional (SBI) pada sekolah-sekolah yang ditetapkan sebagai pilot project,

(3) Menyamakan persepsi di antara tenaga kependidikan tentang program pengembangan Sekolah Bertaraf Internasional (SBI),

(4) Menyusun rencana dan strategi program pengembangan Sekolah Bertaraf Internasional (SBI) berdasarkan kompetensi lulusan,

(5) Meningkatkan Mutu Pendidik Sekolah Bertaraf Internasional (SBI).

Education in developing countries

World map indicating Education Index

(according to 2007/2008 Human Development Report)

In some developing countries, the number and seriousness of the problems faced are naturally greater.^{[citation needed]} People in more remote or agrarian areas are sometimes unaware of the importance of education. However, many countries have an active Ministry of Education, and in many subjects, such as foreign language learning, the degree of education is actually much higher than in industrialized countries; for example, it is not at all uncommon for students in many developing countries to be reasonably fluent in multiple foreign languages, whereas this is much more of a rarity in the supposedly "more educated" countries where much of the population is in fact monolingual.

There is also economic pressure from those parents who prefer their children making money in the short term over any long-term benefits of education.^{[citation needed]} Recent studies on child labor and poverty have suggested that when poor families reach a certain economic threshold where families are able to provide for their basic needs, parents return their children to school.^{[citation needed]} This has been found to be true, once the threshold has been breached, even if the potential economic value of the children's work has increased since their return to school.^{[citation needed]} Teachers are often paid less than other similar professions.^{[citation needed]}

A lack of good universities, and a low acceptance rate for good universities, is evident in countries with a relatively high population density.^{[citation needed]} In some countries, there are uniform, over structured, inflexible centralized programs from a central agency that regulates all aspects of education.

• Due to globalization, increased pressure on students in curricular activities
• Removal of a certain percentage of students for improvisation of academics (usually practised in schools, after 10th grade)

India is now developing technologies that will skip land based phone and internet lines. Instead, India launched EDUSAT, an education satellite that can reach more of the country at a greatly reduced cost. There is also an initiative started by a group out of MIT and supported by several major corporations to develop a $100 laptop. The laptops should be available by late 2006 or 2007. The laptops, sold at cost, will enable developing countries to give their children a digital education, and to close the digital divide across the world.

In Africa, NEPAD has launched an "e-school programme" to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years. Private groups, like The Church of Jesus Christ of Latter-day Saints, are working to give more individuals opportunities to receive education in developing countries through such programs as the Perpetual Education Fund. An International Development Agency project called nabuur.com, started with the support of American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development.

Internationalizations

Education is becoming increasingly international. Not only are the materials becoming more influenced by the rich international environment, but exchanges among students at all levels are also playing an increasingly important role. In Europe, for example, the Socrates-Erasmus Programme stimulates exchanges across European universities. Also, the Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Some scholars argue that, regardless of whether one system is considered better or worse than another, experiencing a different way of education can often be considered to be the most important, enriching element of an international learning experience.^[27]

Kesimpulan dan Penutup

Kita tidak perlu takut untuk bermimpi dan berharap bahwasannya di Kota Banjar suatu hari nanti berdiri tegak sebuah sekolah international yang handal dan diakui dunia karena kualitasnya. permasalahnnya adalah bukan bisa atau tidak bisa tapi mau atau tidak mau dan Kita harus mau.

“KITA SUDAH LAMA TAKUT UNTUK BERMIMPI, SEKARANG SAATNYA MENGANYAM BENANG-BENANG HARAPAN ITU”

-H2O-

Hubungan

• Asian International School, Bali
• Bali International School
• Bandung Alliance International School
• Bandung International School
• Bandung Japanese School
• Bandung International School
• Batu Hijau International School,Ampenan
• Bogor Expatriate School
• Gandhi Memorial International School
• Green School, Kul-Kul Campus
• Hillcrest International School
• Manado International School
• Medan International School
• Mountainview International Christian School
• Sekolah Ciputra
• Semarang International School
• Surabaya European School
• Surabaya International School
• Wesley International School, Malang
• Yogyakarta International School

Menanti: Banjar International School, amin.

Referensi:

http://banjarcyberschool.blogspot.com/

 ^ educating - Definition from the Merriam-Webster Online Dictionary

 ^ UNESCO, Education For All Monitoring Report 2008, Net Enrollment Rate in primary education

 ^ Swassing, R. H., Barbe, W. B., & Milone, M. N. (1979). The Swassing-Barbe Modality Index: Zaner-Bloser Modality Kit. Columbus, OH: Zaner-Bloser.

 ^ Varied Learning Modes

 ^ Barbe, W. B., & Swassing, R. H., with M. N. Milone. (1979). Teaching through modality strengths: Concepts and practices. Columbus, OH: Zaner-Bloser.

Mathematics after Calculus

OCW is pleased to make this textbook available online. Published in 1991 and still in print from Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online Instructor's Manual and a student Study Guide.

Textbook Components

• Table of Contents (PDF)
• Answers to Odd-Numbered Problems (PDF)
• Equations (PDF)

13: Partial Derivatives, pp. 472-520 13.1 Surface and Level Curves, pp. 472-474 13.2 Partial Derivatives, pp. 475-479 13.3 Tangent Planes and Linear Approximations, pp. 480-489 13.4 Directional Derivatives and Gradients, pp. 490-496 13.5 The Chain Rule, pp. 497-503 13.6 Maxima, Minima, and Saddle Points, pp. 504-513 13.7 Constraints and Lagrange Multipliers, pp. 514-520	Chapter 13 - complete (PDF - 4.9 MB) Chapter 13 - sections: 13.1 - 13.4 (PDF - 2.7 MB) 13.5 - 13.7 (PDF - 2.5 MB)
14: Multiple Integrals, pp. 521-548 14.1 Double Integrals, pp. 521-526 14.2 Changing to Better Coordinates, pp. 527-535 14.3 Triple Integrals, pp. 536-540 14.4 Cylindrical and Spherical Coordinates, pp. 541-548	Chapter 14 - complete (PDF - 2.5 MB) Chapter 14 - sections: 14.1 - 14.2 (PDF - 1.4 MB) 14.3 - 14.4 (PDF - 1.3 MB)
15: Vector Calculus, pp. 549-598 15.1 Vector Fields, pp. 549-554 15.2 Line Integrals, pp. 555-562 15.3 Green's Theorem, pp. 563-572 15.4 Surface Integrals, pp. 573-581 15.5 The Divergence Theorem, pp. 582-588 15.6 Stokes' Theorem and the Curl of F, pp. 589-598	Chapter 15 - complete (PDF - 4.3 MB) Chapter 15 - sections: 15.1 - 15.3 (PDF - 2.1 MB) 15.4 - 15.6 (PDF - 2.3 MB)
16: Mathematics after Calculus, pp. 599-615 16.1 Linear Algebra, pp. 599-602 16.2 Differential Equations, pp. 603-610 16.3 Discrete Mathematics, pp. 611-615	Chapter 16 - complete (PDF - 1.8 MB) Chapter 16 - sections: 16.1 - 16.2 (PDF - 1.5 MB) 16.3 (PDF)

Source:

MIT Open Ourse Ware

Vectors, Matrices and Motion

OCW is pleased to make this textbook available online. Published in 1991 and still in print from Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online Instructor's Manual and a student Study Guide.

Textbook Components

• Table of Contents (PDF)
• Answers to Odd-Numbered Problems (PDF)
• Equations (PDF)

11: Vectors and Matrices, pp. 398-445 11.1 Vectors and Dot Products, pp. 398-406 11.2 Planes and Projections, pp. 407-415 11.3 Cross Products and Determinants, pp. 416-424 11.4 Matrices and Linear Equations, pp. 425-434 11.5 Linear Algebra in Three Dimensions, pp. 435-445	Chapter 11 - complete (PDF - 4.0 MB) Chapter 11 - sections: 11.1 - 11.3 (PDF - 2.5 MB) 11.4 - 11.5 (PDF - 1.7 MB)
12: Motion along a Curve, pp. 446-471 12.1 The Position Vector, pp. 446-452 12.2 Plane Motion: Projectiles and Cycloids, pp. 453-458 12.3 Tangent Vector and Normal Vector, pp. 459-463 12.4 Polar Coordinates and Planetary Motion, pp. 464-471	Chapter 12 - complete (PDF - 2.2 MB) Chapter 12 - sections: 12.1 - 12.2 (PDF - 1.2 MB) 12.3 - 12.4 (PDF - 1.1 MB)

Sumber:

MIT OCW

Complex Numbers & Infinite Series

OCW is pleased to make this textbook available online. Published in 1991 and still in print from Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online Instructor's Manual and a student Study Guide.

Textbook Components

• Table of Contents (PDF)
• Answers to Odd-Numbered Problems (PDF)
• Equations (PDF)

9: Polar Coordinates and Complex Numbers, pp. 348-367 9.1 Polar Coordinates, pp. 348-350 9.2 Polar Equations and Graphs, pp. 351-355 9.3 Slope, Length, and Area for Polar Curves, pp. 356-359 9.4 Complex Numbers, pp. 360-367	Chapter 9 - complete (PDF - 1.7 MB) Chapter 9 - sections: 9.1 - 9.2 (PDF) 9.3 - 9.4 (PDF - 1.0 MB)
10: Infinite Series, pp. 368-391 10.1 The Geometric Series, pp. 368-373 10.2 Convergence Tests: Positive Series, pp. 374-380 10.3 Convergence Tests: All Series, pp. 325-327 10.4 The Taylor Series for e^x, sin x, and cos x, pp. 385-390 10.5 Power Series, pp. 391-397	Chapter 10 - complete (PDF - 2.9 MB) Chapter 10 - sections: 10.1 - 10.3 (PDF - 1.9 MB) 10.4 - 10.5 (PDF - 1.2 MB)

Source:
MIT OCW

Applications of the Integral

OCW is pleased to make this textbook available online. Published in 1991 and still in print from Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online Instructor's Manual and a student Study Guide.

Textbook Components

• Table of Contents (PDF)
• Answers to Odd-Numbered Problems (PDF)
• Equations (PDF)

7: Techniques of Integration, pp. 283-310 7.1 Integration by Parts, pp. 283-287 7.2 Trigonometric Integrals, pp. 288-293 7.3 Trigonometric Substitutions, pp. 294-299 7.4 Partial Fractions, pp. 300-304 7.5 Improper Integrals, pp. 305-310	Chapter 7 - complete (PDF - 2.6 MB) Chapter 7 - sections: 7.1 - 7.3 (PDF - 1.7 MB) 7.4 - 7.5 (PDF - 1.0 MB)
8: Applications of the Integral, pp. 311-347 8.1 Areas and Volumes by Slices, pp. 311-319 8.2 Length of a Plane Curve, pp. 320-324 8.3 Area of a Surface of Revolution, pp. 325-327 8.4 Probability and Calculus, pp. 328-335 8.5 Masses and Moments, pp. 336-341 8.6 Force, Work, and Energy, pp. 342-347	Chapter 8 - complete (PDF - 3.4 MB) Chapter 8 - sections: 8.1 - 8.3 (PDF - 1.7 MB) 8.4 - 8.6 (PDF - 2.0 MB)

Sumber:

MIT OCW

Exponentials and Logarithms,

OCW is pleased to make this textbook available online. Published in 1991 and still in print from Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online Instructor's Manual and a student Study Guide.

Textbook Components

• Table of Contents (PDF)
• Answers to Odd-Numbered Problems (PDF)
• Equations (PDF)

6: Exponentials and Logarithms, pp. 228-282 6.1 An Overview, pp. 228-235 6.2 The Exponential e^x, pp. 236-241 6.3 Growth and Decay in Science and Economics, pp. 242-251 6.4 Logarithms, pp. 252-258 6.5 Separable Equations Including the Logistic Equation, pp. 259-266 6.6 Powers Instead of Exponentials, pp. 267-276 6.7 Hyperbolic Functions, pp. 277-282

Chapter 6 - complete (PDF - 4.9 MB) Chapter 6 - sections: 6.1 - 6.4 (PDF - 3.0 MB) 6.5 - 6.7 (PDF - 2.2 MB)

Exponential and Log Equations

1. Equations that Involve Logs

   Step by Step Method
   

   Step 1: Contract to a single log.
   
   Step 2: Get the log by itself.
   
   Step 3: Exponentiate both sides with the appropriate base.
   
   Step 4: Solve.
   
   Step 5: Check your solution for domain errors.

   
   

   Example:
   
   Solve
   
   log₅ x + log₅ (x + 2) = log₅ (x + 6)
   
   

   1. log₅ x + log₅ (x + 2) - log₅ (x + 6) = 0
      
      log₅ x (x + 2) - log₅ (x + 6) = 0
      
      log₅ x (x + 2)/(x + 6) = 0
      
      

   2. Already done.
      
      

   3. x(x + 2)/(x + 6) = 5⁰ = 1
      
      

   4. x(x + 2) = x + 6
      
      x² + 2x - x - 6 = 0
      
      x² + x - 6 = 0
      
      (x - 2)(x + 3) = 0
      
      x = 2 or x = -3
      
      

   5. Note that -3 is not in the domain of the first log hence the only solution is x = 2.
      

   Exercises: Solve
   
   

   1. log(x + 6) + 1 = 2log(3x - 2)
      

   2. 1/2 log(x + 3) + log2 = 1
      
      
      

2. Exponential Equations

   Step 1: Isolate the exponential
   
   Step 2: Take the appropriate log of both sides.
   
   Step 3: Solve

   
   

   Example: Solve
   
   4e^-7x = 15
   
   

   1. e^-7x = 15/4
      
      

   2. lne^-7x = ln(15/4)
      
      

   3. -7x = ln(15/4)
      
      

   4. x = ln(15/4)/-7
      

   Exercises:
   
   Solve
   

   1. 1 + 2e^x = 9
      

   2. (10^{x - 4})/e^2x - 4 = 0
      

   3. (lnx)² = ln(x²)
      

   4. 2^3x + 4(2^-3x) = 5
      
      

3. Application
   
   All living beings have a certain amount of radioactive carbon C₁₄ in their bodies. When the being dies the C₁₄ slowly decays with a half life of about 5600 years. Suppose a skeleton is found in Tahoe that has 42% of the original C₁₄. When did the person die?
   
   Solution:
   
   We can use the exponential decay equation:
   
   y = Ce^kt
   
   After 5600 years there is
   
   C/2
   
   C₁₄ left. Substituting, we get:
   
   C/2 = Ce^k(5600)
   
   Dividing by C,
   
   1/2 = e^5600k
   
   Take ln of both sides,
   
   ln(.5) = 5600k
   
   so that
   
   k = [ln(.5)]/5600 = -.000124
   
   The equation becomes
   
   y = Ce^-.000124t
   
   To find out when the person died, substitute
   
   y = .42C
   
   and solve for t:
   
   .42C = Ce^-.000124t
   
   Divide by C,
   
   .42 = e^-.000124t
   
   Take ln of both sides,
   
   ln(.42) = -.000124t
   
   Divide by -.000124
   
   t = [ln(.42)]/(-.000124) = 6995
   
   The person died about 7,000 years ago.

Source:

OCW MIT

Integrals

OCW is pleased to make this textbook available online. Published in 1991 and still in print from Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online Instructor's Manual and a student Study Guide.

Textbook Components

• Table of Contents (PDF)
• Answers to Odd-Numbered Problems (PDF)
• Equations (PDF)

4: The Chain Rule, pp. 154-176

4.1 Derivatives by the Charin Rule, pp. 154-159
4.2 Implicit Differentiation and Related Rates, pp. 160-163
4.3 Inverse Functions and Their Derivatives, pp. 164-170
4.4 Inverses of Trigonometric Functions, pp. 171-176

Chapter 4 - complete ((PDF - 2.0 MB))

Chapter 4 - sections:

4.1 - 4.2 (PDF - 1.0 MB)
4.3 - 4.4 (PDF - 1.2 MB)

5: Integrals, pp. 177-227

5.1 The Idea of an Integral, pp. 177-181
5.2 Antiderivatives, pp. 182-186
5.3 Summation vs. Integration, pp. 187-194
5.4 Indefinite Integrals and Substitutions, pp. 195-200
5.5 The Definite Integral, pp. 201-205
5.6 Properties of the Integral and the Average Value, pp. 206-212
5.7 The Fundamental Theorem and Its Consequences, pp. 213-219
5.8 Numerical Integration, pp. 220-227

Chapter 5 - complete (PDF - 4.8 MB)

Chapter 5 - sections:

5.1 - 5.4 (PDF - 2.2 MB)
5.5 - 5.8 (PDF - 2.8 MB)

Source:

OCW MIT

Jurnal Sains dan Teknologi Kota Banjar Divisi Biologi

Jurnal
Jurnal Sains dan Teknologi Kota Banjar Divisi Biologi

Derivatives

OCW is pleased to make this textbook available online. Published in 1991 and still in print from Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online Instructor's Manual and a student Study Guide.

Textbook Components

• Table of Contents (PDF)
• Answers to Odd-Numbered Problems (PDF)
• Equations (PDF)

2: Derivatives, pp. 44-90

2.1 The Derivative of a Function, pp. 44-49
2.2 Powers and Polynomials, pp. 50-57
2.3 The Slope and the Tangent Line, pp. 58-63
2.4 Derivative of the Sine and Cosine, pp. 64-70
2.5 The Product and Quotient and Power Rules, pp. 71-77
2.6 Limits, pp. 78-84
2.7 Continuous Functions, pp. 85-90

Chapter 2 - complete ((PDF - 4.3 MB))

Chapter 2 - sections:

2.1 - 2.4 (PDF - 2.6 MB)
2.5 - 2.7 (PDF - 2.0 MB)

3: Applications of the Derivative, pp. 91-153

3.1 Linear Approximation, pp. 91-95
3.2 Maximum and Minimum Problems, pp. 96-104
3.3 Second Derivatives: Minimum vs. Maximum, pp. 105-111
3.4 Graphs, pp. 112-120
3.5 Ellipses, Parabolas, and Hyperbolas, pp. 121-129
3.6 Iterations x[n+1] = F(x[n]), pp. 130-136
3.7 Newton's Method and Chaos, pp. 137-145
3.8 The Mean Value Theorem and l'Hopital's Rule, pp. 146-153

Chapter 3 - complete (PDF - 5.9 MB)

Chapter 3 - sections:

3.1 - 3.4 (PDF - 3.2 MB)
3.5 - 3.8 (PDF - 3.3 MB)

Sumber:

MIT Open Ourse Ware

Introduction to Calculus

OCW is pleased to make this textbook available online. Published in 1991 and still in print from Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications. There is also an online Instructor's Manual and a student Study Guide.

Textbook Components

• Table of Contents (PDF)
• Answers to Odd-Numbered Problems (PDF)
• Equations (PDF)

1: Introduction to Calculus, pp. 1-43 1.1 Velocity and Distance, pp. 1-7 1.2 Calculus Without Limits, pp. 8-15 1.3 The Velocity at an Instant, pp. 16-21 1.4 Circular Motion, pp. 22-28 1.5 A Review of Trigonometry, pp. 29-33 1.6 A Thousand Points of Light, pp. 34-35 1.7 Computing in Calculus, pp. 36-43

Chapter 1 - complete (PDF - 4.1 MB) Chapter 1 - sections: 1.1 - 1.4 (PDF - 2.8 MB) 1.5 - 1.7 (PDF - 1.6 MB)

Sumber:

MIT Open Ourse Ware

Mathematics Concepts and Skills

	Pre-Algebra - Mathematics Concepts and Skills - Course 1
Ch 1 Algebra and Decimals Ch 2 Number Relationships and Fractions Ch 3 Fractions and Their Operations Ch 4 Positive and Negative Numbers Ch 5 Solving Equations(tutorials coming soon!) Ch 6 Ratios and Proportions(tutorials coming soon!) Ch 7 Percents(tutorials coming soon!) Ch 8 Geometry in the Plane(tutorials coming soon!) Ch 9 Geometry in Space(tutorials coming soon!) Ch 10 Data Analysis and Statistics(tutorials coming soon!) Ch11 Probability and Discrete Mathmatics (tutorials coming soon!)

Like many others of my generation, I tried my hand at standup comedy locally in Houston in the 80's, then moved to Los Angeles, where... well...nothing much happened. Noticing that, I filled my time attending the University of California at Los Angeles (UCLA). I put my comedienne's ego aside and decided that while I would probably never be more than a reasonably funny comedienne, I could be one frequently funny math teacher, and that counts for something, too. Before I knew it (actually it seemed to take forever), I graduated in 1991 with a B.S. in General Mathematics, and completed a M.Ed in Mathematics Education in 1992.

Yet teaching math alone got boring, and I started taking classes again, this time at Santa Monica College's Academy of Entertainment Technology. I took courses in Adobetm's Photoshop, ImageReady, Illustrator, Premiere, and AfterEffects, Macromediatm's Director, Dreamweaver, Flash, Fireworks, and Freehand, Pro Tools and Final Cut Pro as well as classes in Web commerce and scriptwriting.

I also received Interstrengh Certification and MBTI Qualification,which is a training usually for counselors and human resources people that teaches you how to help people figure out their learning style, leadership style and what kind of work they will enjoy.

It turns out it was all leading up to this; creating this website. I'm thrilled to have an outlet for so many of my interests at once.

If you are a student, I hope that my tutorials will be helpful to you, and occasionally make you laugh.

If you are a teacher, I hope that my tutorials will be helpful to your students and/or you will be inspired by my own example to record your own lessons for your students and for the larger world.

Semoga bermanfaat