Model Pembelajaran Matematika Dengan Pendekatan Joyful Learning di SMK PGRI 2 Badung

Abstract

Mathematics learning in vocational education needs to be developed to become more contextual, meaningful, and responsive to the characteristics of vocational high school students. This study aimed to: (1) analyze the characteristics of mathematics learning at SMK PGRI 2 Badung as a Center of Excellence Vocational School; (2) formulate a conceptual model of mathematics learning using a Joyful Learning approach that aligns with students’ characteristics; and (3) develop a valid, contextual, and relevant mathematics learning design based on the Joyful Learning approach. The study employed an exploratory sequential mixed methods design, beginning with qualitative exploration through observation, 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, which was subsequently validated by experts and practitioners. The findings indicate that mathematics learning at SMK PGRI 2 Badung has incorporated real-life contexts, vocational fields, problem-solving activities, learning media, and technology; however, the principles of Joyful Learning have not yet been systematically integrated. The conceptual model positions students as active learners through exploration, discussion, collaboration, problem solving, communication, and reflection. The resulting learning design demonstrates feasibility and relevance for supporting mathematics learning that is active, enjoyable, contextual, and aligned with the characteristics of vocational education.