Development of a STEM-Integrated Project-Based Learning Module to Support Critical Thinking in Vocational Mathematics Learning

Abstract

This study aimed to develop a STEM-integrated Project-Based Learning (PjBL) module for vocational mathematics learning to support students’ critical thinking skills and to determine its validity and practicality. The study employed a Research and Development (R&D) approach using the Plomp development model, consisting of the preliminary investigation, design, realisation/construction, test and evaluation, and implementation phases. The participants were Year 11 vocational students in the Motorcycle Engineering and Business programme. Data were collected through expert validation sheets, questionnaires, and classroom observations. The developed module integrated STEM principles into project-based mathematics learning activities adapted to vocational contexts, particularly financial mathematics topics related to credit and investment simulations. The findings indicated that the module met very valid criteria in terms of content, presentation, language, graphical design, and learning suitability, as evaluated by experts. Teachers and students also responded positively, indicating that the module was practical and appropriate for classroom learning. The project-based and STEM-integrated activities encouraged students to engage actively in analysing problems, discussing ideas, and applying mathematical concepts within authentic vocational situations. Therefore, the developed module can serve as an alternative instructional material to support critical thinking-oriented mathematics learning in vocational schools.