Integrating mathematical literacy and self-regulated learning through PBL-based linear programming worksheets for culinary vocational students
DOI:
https://doi.org/10.56587/bemi.v4i1.149Keywords:
Mathematical Literacy, Self-Regulated Learning, Problem-Based Learning, Linear Programming, Vocational EducationAbstract
Background: Culinary vocational education requires students to make various decisions related to menu planning, ingredient allocation, production scheduling, cost efficiency, and profit optimization. These decision-making processes involve quantitative reasoning and problem-solving skills that are closely associated with mathematical concepts, particularly linear programming. However, many vocational students struggle to connect abstract mathematical concepts with authentic culinary contexts. In addition, mathematical literacy and self-regulated learning remain significant challenges, as mathematics instruction is often dominated by teacher-centered approaches and lacks contextual relevance. Consequently, students tend to demonstrate limited engagement, inadequate problem-solving skills, and low levels of learning autonomy. Therefore, innovative learning media that integrate authentic culinary contexts with active learning approaches are needed to foster these essential 21st-century competencies.
Purpose: This study aims to develop problem-based learning (PBL) worksheets on linear programming that are valid, practical, and effective in enhancing mathematical literacy and self-regulated learning among culinary vocational high school students.
Method: This study employed a Research and Development (R&D) approach based on the ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were tenth-grade students enrolled in the culinary vocational program at SMK Negeri 6 Yogyakarta. Data were collected through observations, questionnaires, mathematical literacy tests, and self-regulated learning scales. The data were analyzed using descriptive statistics, paired-samples t-tests, and N-gain analysis to assess the effectiveness of the developed worksheets.
Findings: The findings revealed that the developed PBL-based worksheets met the validity and practicality criteria, as demonstrated by expert validation and positive student responses. Furthermore, the implementation of the worksheets significantly improved students’ mathematical literacy and self-regulated learning, as evidenced by the paired-samples t-test results (p < 0.05) and moderate N-gain scores. These findings suggest that contextualized, problem-based worksheets can promote more meaningful and self-directed mathematics learning among culinary vocational students.
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