KONSEP PEMBELAJARAN MATEMATIKA BERBASIS KEARIFAN LOKAL DENGAN PENDEKATAN JOYFUL LEARNING PADA SMK PUSAT KEUNGGULAN DI DENPASAR

Abstract

Mathematics learning in Center of Excellence Vocational High Schools (SMK Pusat Keunggulan) in Denpasar needs to be developed to become more contextual, meaningful, engaging, and aligned with the characteristics of vocational education. Although current learning practices have incorporated real-life contexts, media, technology, and problem-solving activities, the integration of Balinese local wisdom and Joyful Learning principles has not yet been systematically designed. This study aimed to: (1) analyze the characteristics of local-wisdom-based mathematics learning in Center of Excellence Vocational High Schools in Denpasar; (2) formulate a conceptual model of mathematics learning using a Joyful Learning approach appropriate to vocational students' characteristics; and (3) develop a valid, contextual, and relevant mathematics learning design integrating Balinese local wisdom and Joyful Learning.

The study employed an exploratory sequential mixed-methods approach, beginning with qualitative exploration through observations, interviews, and documentation, followed by quantitative data collection using questionnaires. Qualitative and quantitative findings were integrated as the basis for formulating the conceptual model and developing the learning design. The resulting design was subsequently validated by experts and practitioners to assess its feasibility, relevance, and applicability.

The findings indicate that mathematics learning in Center of Excellence Vocational High Schools in Denpasar has demonstrated contextual characteristics through the use of students' environments, vocational fields, technology, and problem-solving activities; however, the integration of Balinese local wisdom and Joyful Learning remains unsystematic. Based on these findings, a conceptual model was formulated by integrating Balinese local wisdom as the learning context and resource, Joyful Learning as the pedagogical approach, and the characteristics of vocational education as the foundation for implementation. The developed learning design engages students in exploration, discussion, collaboration, problem solving, the use of learning media and technology, and reflection. Expert and practitioner validation indicated that the design was feasible and relevant for further development as a contextual, engaging, meaningful, and responsive mathematics learning approach for vocational education.