A contextual problem-posing hypercontent model for vocational mathematics learning

Abstract

This study develops and validates a contextual problem-posing learning model integrated with hypercontent to enhance vocational mathematics learning. The model was designed using the Dick and Carey instructional design framework within an educational design research (EDR) approach. The research involved preliminary analysis, expert validation, and quasi-experimental implementation with vocational students as well as science, technology, engineering, and mathematics (STEM) teachers. Learning effectiveness was evaluated using normalized gain (N-gain), paired t-tests, and effect size analysis, while teacher acceptance was examined through survey responses. The results indicate strong expert agreement on the model’s validity and high teacher acceptance, particularly in promoting student motivation and creativity. The implementation also showed significant improvement in student learning outcomes with a medium N-gain. These findings suggest that the proposed model provides a structured framework for integrating contextual problem posing and hypercontent technology in vocational mathematics education, supporting the development of conceptual understanding and 21st-century competencies.