Vocational Teachers' Creativity and Independence in Developing Inclusive Mathematics Learning Evaluation Integrated with Design for Change

Abstract

Evaluating mathematics learning in inclusive vocational schools requires a different approach than in regular schools, as it must accommodate both students with special needs and regular students. Mathematics education in vocational settings aims to prepare students for real-world applications in their fields, highlighting the need for evaluation models that support this goal. This study explores how integrating Design Thinking and the Design for Change approach can enhance mathematics learning evaluation. The Design for Change model, with its stages of Feel, Imagine, Do, and Share, demands teacher independence and creativity to be effectively implemented. The research uses a mixed-methods explanatory design, starting with quantitative analysis through questionnaires and SEM, followed by qualitative interviews and observations. Data were collected from 114 mathematics teachers across 27 inclusive vocational schools labeled as centers of excellence in Bali. Findings from the quantitative phase show that teacher creativity significantly mediates the relationship between the Design for Change approach and learning evaluation. Additionally, the Design for Change approach has a significant positive relationship with teacher independence (p < 0.05), although learning evaluation itself does not directly impact teacher independence. Qualitative data further support the necessity of combining Design Thinking with Design for Change to align with the vocational learning spirit. The study underscores the importance of enhancing teacher independence and creativity in evaluating mathematics learning through the Design for Change approach. A practical recommendation is to develop a guidebook to help teachers apply Design Thinking and Design for Change principles effectively, ensuring more inclusive and contextually relevant mathematics evaluations in Bali's vocational schools.