Inovasi Media Edukatif dalam Pembelajaran Trigonometri dan Statistika di Sekolah Kejuruan Perbatasan
DOI:
https://doi.org/10.56393/jpkm.v5i2.3487Keywords:
Educational Media; Trigonometry; Statistcs; Vocational School; Border AreaAbstract
This community service program aimed to enhance students’ understanding and interest in mathematics, particularly in topics often perceived as difficult—trigonometry and statistics. The activity was conducted at SMKS St. Willibrodus Betun, Malaka Regency, involving six students from Universitas Katolik Widya Mandira (UNWIRA) and Universidade Oriental Timor Lorosa’e (UNITAL) Timor Leste. The implementation method consisted of educational outreach using contextual and participatory approaches, along with inclusive language (Indonesian, Tetum, and English) tailored to the students’ and facilitators’ backgrounds. Trigonometry was taught using a student-designed teaching aid called the "trigonometry wheel" from UNWIRA, while statistics was introduced through an interactive educational gamecard developed by students from UNITAL. The results indicated a significant improvement in student enthusiasm, engagement, and comprehension of mathematical concepts that were previously considered abstract and intimidating. Discussions, observations, and practice questions demonstrated that visual and interactive methods were highly effective in reducing math anxiety. Moreover, the cross-border collaboration enriched the learning experiences of both students and facilitators, while promoting values of tolerance, cooperation, and educational diplomacy in the border region. This initiative proves that innovative learning media and contextual approaches can serve as effective solutions for improving the quality of mathematics education in vocational schools
Downloads
References
Alharbi, N. S. (2024). Exploring the perspectives of cross-cultural instructors on integrating 21st century skills into EFL university courses. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1302608
Crede. (2003). A National Study of School Effectiveness for Language Minority Students’ Long-Term Academic Achievement. www.crede.ucsc.edu/research/llaa/1.1_final.html
Escarez Jr., Y. F. D., & Ching, D. A. (2022). Math Anxiety and Mathematical Representations of Grade 7 Students. International Journal of Educational Management and Development Studies, 3(1). https://doi.org/10.53378/352868
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Rahmawati, S., & Jamaluddin, M. (2024). Development of Game-Based Mathematics Learning Media to Improve Mathematical Understanding Abilities. Riemann: Research of Mathematics and Mathematics Education, 6(2), 202–214. https://doi.org/10.38114/pnn19445
Ridwan, A., Hartono, Y., & Araiku, J. (2022). Development of Contextual Teaching and Learning (CTL) based Teaching Materials to Train Students’ Representation Ability. https://doi.org/10.2991/assehr.k.220403.002
Saputra, H., & Yuanita, P. (2024). Development of Learning Instruments Based on The Problem Based Learning Model to Facilitate Students’ Mathematical Problem Solving Skill on Curved 3D Shapes.
Setiawan, B., Innatesari, D. K., Sabtiawan, W. B., & Sudarmin, S. (2017). The Development of Local Wisdom-Based Natural Science Module to Improve Science Literation of Students. Jurnal Pendidikan IPA Indonesia, 6(1). https://doi.org/10.15294/jpii.v6i1.9595
Vygotsky, L. (1978). Interaction Between Learning and Development (p. 34). Scientific American Books.
Yudha, A., Sufianto, S., Engga, B., Damara, P., Taqwan, B., & Haji, S. (2019). The Impact of Contextual Teaching and Learning (CTL) Ability in Understanding Mathematical Concepts.
