The effectiveness of differentiated learning-based digital worksheets in enhancing vocational high school students' mathematical literacy
DOI:
https://doi.org/10.56587/bemi.v4i2.173Keywords:
differentiated learning, digital worksheet, mathematical literacy, vocational high school, mathematics educationAbstract
Background: Mathematical literacy is essential for real-world problem-solving, yet vocational students often demonstrate low competence due to teacher-centered instruction and uniform worksheets that fail to accommodate diverse readiness.
Purpose: This study examined the effectiveness of differentiated learning-based digital worksheets in enhancing vocational students' mathematical literacy. The novelty lies in integrating differentiated pedagogy with adaptive digital worksheets tailored to automotive vocational contexts, providing personalized learning pathways across formulate, employ, and interpret competencies.
Method: This quantitative field study employed a one-group pretest–posttest design. Random sampling was used to select 32 Grade XI students from the Automotive Engineering program at SMKN 1 Kendal Ngawi, Indonesia. Data were collected using a three-item contextual mathematical literacy test representing the formulate, employ, and interpret competencies of the OECD framework. The instrument was validated by experts for content, construct, and language validity before administration. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, Wilcoxon Signed-Rank Test, effect size, and a one-sample proportion test.
Findings: Students' mean mathematical literacy score increased from 50.1 to 80.0, while classical mastery reached 88%. The Wilcoxon test indicated a significant difference (p < 0.001), with a large effect size (r = 0.87). Formulate showed the highest achievement (88.64%), followed by employ (82.10%), while interpret was the lowest (65.23%).
Implication: These findings suggest the potential of differentiated digital worksheets to support vocational students' mathematical literacy through adaptive and contextual learning experiences. Because the study lacked a control group, the findings should be interpreted cautiously.
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