Mathematics Learning Based on Jean Piaget’s Cognitive Development Theory in Vocational Schools

Abstract

This study aims to analyze the application of Merdeka Curriculum in mathematics learning at vocational schools based on Jean Piaget's cognitive development theory. The Merdeka Curriculum is designed to provide flexibility to educators in designing learning that is relevant to student needs, including mathematics subjects that are often considered complex by students. This research includes qualitative research with a case study type. Data were collected through document analysis and interviews. Then the data were analyzed descriptively through data reduction, data presentation, and conclusion drawing. To ensure data validity, source triangulation is used. The results showed that the application of Merdeka Curriculum in mathematics learning can support students’ formal operational cognitive development stage. The project- and problem-based approach, which characterizes the Merdeka Curriculum, develops logical, abstract, and analytical thinking skills that are essential in mathematics. However, there are challenges in its implementation, such as some teachers’ low understanding of learning strategies based on cognitive developmental stages and limited interactive learning media. This research recommends intensive training for mathematics teachers to improve their understanding of cognitive development-based learning strategies and the provision of adequate supporting facilities. With the right approach, the implementation of Merdeka Curriculum in mathematics learning can be more effective in improving students’ cognitive abilities in vocational schools.