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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of General Education and Humanities
Desvi Astutiana
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Designing GeoGebra-Supported Instruction on Systems of Two-Variable Inequalities in Vocational High Schools under the Kurikulum Merdeka Framework Desvi Astutiana; Erviani Fajri; Geby Fitrya Adrian; Desi Engriani; Lichia Rahmat; Zelhendri Zen
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.863

Abstract

The Merdeka Curriculum emphasises student-centred, contextual, and problem-based mathematics learning, including in Vocational High Schools (SMKs). One of the key competencies in phase E is the ability to represent and interpret Two-Variable Linear Inequality systems, which requires mastery of both algebraic and graphical representations in an integrated manner. Recent studies indicate that integrating GeoGebra can enhance students’ conceptual understanding, motivation, and mathematical literacy across various algebra and geometry topics. However, instructional designs that specifically guide the use of GeoGebra for the Two-Variable Linear Inequality systems in SMK within the Merdeka Curriculum context remain limited. This article aims to develop a framework for designing GeoGebra-assisted learning of Two-Variable Linear Inequality systems for Grade X SMK students. The approach employed is a targeted literature review of the implementation of GeoGebra in mathematics learning from 2017–2025, combined with an analysis of the Merdeka Curriculum Learning Outcomes and Learning Objectives, and a study of student worksheets (LKS) featuring a series of GeoGebra activities designed by the authors. The review results in a set of design principles, including: the use of dynamic visuals to bridge symbolic and graphical representations, sequencing worksheets from guided exploration to vocational problem-solving, and integrating formative assessments based on screenshots and student reflections in GeoGebra. This framework is expected to serve as a reference for SMK teachers in designing more meaningful Two-Variable Linear Inequality system lessons aligned with the Merdeka Curriculum, while also opening avenues for further empirical research on the effectiveness of the proposed design.
Developing a STEM-Based Mathematics E-Module for Vocational Schools to Promote SDG 4 and Twenty-First Century Skills Desvi Astutiana; Rayendra Rayendra; Nofri Hendri; Septriyan Anugrah
Jurnal Penelitian Pendidikan IPA Vol 12 No 9 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i9.15443

Abstract

The limited use of contextual digital teaching materials has contributed to students' low understanding of mathematical concepts in vocational schools. This study aimed to develop a STEM-based mathematics e-module that is valid, practical, and effective for supporting mathematics learning in vocational education. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. The research involved Grade X students of SMKN 1 Koto Baru, a mathematics teacher, and expert validators in mathematics content, instructional media, and language. Data were collected through observations, interviews, questionnaires, achievement tests, and documentation. The developed e-module achieved an overall validity score of 89%, comprising 91% from material experts, 89% from media experts, and 87% from language experts, indicating that the product was highly valid. Practicality evaluation showed teacher and student response scores of 92% and 90%, respectively, both categorized as very practical. Furthermore, students' learning outcomes improved from a mean pretest score of 58.40 to a posttest score of 84.60, with an N-Gain of 0.63 (moderate category). These findings demonstrate that the STEM-based mathematics e-module is feasible and effective for improving mathematics learning in vocational schools while contributing to the implementation of quality education (SDG 4) through technology-enhanced and student-centered learning
Co-Authors Anugrah, Septriyan Desi Engriani Erviani Fajri Geby Fitrya Adrian Lichia Rahmat Nofri Hendri Rayendra Rayendra Zen, Zelhendri