Developing a STEM-Based Mathematics E-Module for Vocational Schools to Promote SDG 4 and Twenty-First Century Skills
DOI:
10.29303/jppipa.v12i9.15443Published:
2026-09-30Downloads
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
Keywords:
ADDIE Digital Learning E-modules Mathematics SDGs STEMReferences
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