<![CDATA[Nonformal education in Sanggar Bimbingan (SB) plays a strategic role in facilitating Indonesian children's academic adaptation, mitigating culture shock, and building readiness for repatriation, although its practical implementation still faces challenges related to limited technological and pedagogical integration. This study explores the implementation of flat-shape geometry learning based on Technological, Pedagogical, and Content Knowledge (TPACK) through a cooperative learning model at Sanggar Bimbingan (SB) Sungai Mulia 5 Gombak, Malaysia. Data were gathered through observations of students' geometry learning processes at the learning center, followed by in-depth interviews with a mathematics tutor/volunteer and the center's manager. Data analysis involved data collection, data reduction, and conclusion drawing. This study used a descriptive qualitative approach, using in-depth interviews, observation, and documentation as data collection methods. The findings reveal that neither supporting technology nor advanced pedagogical strategies for flat-shape geometry learning have been implemented; however, the center can successfully apply cooperative learning. This study contributes by showing that nonformal education settings can adopt TPACK-based cooperative learning frameworks despite limitations in technology, content, and pedagogical execution. Furthermore, geometry learning in this community center serves a strategic function in mirroring formal schooling in Indonesia to reduce culture shock and establish students' academic readiness upon their return to the homeland.]]>
Copyrights © 2026
