Email this article STEAM-H in Turmeric-Tamarind Processing: Paving the Way for Mathematical Literacy in Agribusiness Vocational High Schools
), Agus Yuniawan Isyanto(2), Euis Erlin(3), Bibin Bintang Andriana(4)
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(1) Universitas Galuh, Indonesia
(2) Universitas Galuh, Indonesia
(3) Universitas Galuh, Indonesia
(4) Kwansei Gakuin University, Japan
Corresponding Author
10.23960/jpp.v15i1.pp607-630
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Copyright (c) 2025 Ai Tusi Fatimah, Agus Yuniawan Isyanto, Euis Erlin, Bibin Bintang Andriana
STEAM-H in Turmeric-Tamarind Processing: Paving the Way for Mathematical Literacy in Agribusiness Vocational High Schools. Objective: This study aims to explore the application of the STEAM-H (science, technology, engineering, agriculture, mathematics, and health) approach in developing mathematical literacy in the context of turmeric-tamarind beverage processing in vocational high school students. This study also seeks to identify relevant mathematical content for the curriculum. Methods: An exploratory case study was conducted with 12 students from the Agribusiness Concentration of Agricultural Product Processing. Data were collected through worksheets, pre-tests and post-tests, direct observations, and interviews. Observations and interviews focused on analyzing students' mathematical reasoning and problem-solving processes during the practical application of these concepts. Thematic data analysis was used to identify students' STEAM-H understanding and work skills, with a particular focus on how mathematical literacy was demonstrated. Findings: This study revealed that integrating STEAM-H into the turmeric-tamarind beverage processing project improved students' understanding across disciplines. Students demonstrated the ability to understand meaning, adaptive thinking, social intelligence, and transdisciplinarity. Specifically, students effectively applied mathematical concepts in practical scenarios, demonstrating increased mathematical literacy through their ability to calculate ingredient proportions, manage costs, and predict profits. They also demonstrated an increased ability to interpret and apply mathematical reasoning in real-world contexts, such as adjusting recipes and analyzing sales data. However, there were challenges in integrating technology and engineering, particularly in the agricultural context. Conclusion: The STEAM-H approach is effective in developing mathematical literacy and practical skills in vocational education. This study highlights the importance of contextualizing mathematics education and integrating real-world applications to enhance students’ understanding and application of mathematical concepts. Future research should explore strategies to further enhance mathematical literacy in STEAM-H contexts, particularly in addressing challenges associated with integrating technology and engineering, and to investigate the long-term impact of this approach on students’ mathematical reasoning and problem-solving abilities.
Keywords: agribusiness, mathematical literacy, STEAM-H, turmeric-tamarind drink processing, work skill.
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