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September 5, 2025Journal of Advanced Sciences and Mathematics EducationOpen Access

Bridging educational inequities in border regions: A qualitative inquiry into mathematics instruction in vocational high schools

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Authors

MRMohamad Rif’atSSSudiansyah SudiansyahSKSoleh Khalimi

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Overview

Qualitative inquiry reveals instructional challenges and strategies in vocational high schools, suggesting professional development may bridge educational inequities.

Key Points

  • Limited student engagement highlights persistent issues in teacher-centered instruction, undermining effective mathematics learning in vocational schools.
  • Assessment practices are primarily focused on cognitive outcomes, often neglecting vocational competencies and student reflection opportunities.
  • Qualitative case study utilized classroom observations and semi-structured interviews to explore instructional organization in a vocational school setting.
  • Further development of adaptive strategies and school-community collaboration is essential to enhance educational equity in border regions.

Cite This Study

Rif’at et al. (2025) studied this question.

synapsesocial.com/papers/68c23a2cb210217d6477f38fhttps://doi.org/10.58524/jasme.v5i2.775
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