A Structured Humanistic Approach to Mathematics Learning: Development and Validation for Junior High School Education

Abstract

This study aimed to develop and validate a humanistic mathematics learning design for junior high school students that provides a systematic framework for implementing humanistic principles in mathematics learning. The study employed an Educational Design Research (EDR) approach based on the Plomp model, focusing on the development and validation of the learning design and its supporting instruments. The developed prototype consisted of a humanistic mathematics learning design guide, learning implementation observation sheet, teacher and student response questionnaires, teaching and learning materials, learning achievement test, and attitude assessment instrument. The prototype was evaluated by two experts in mathematics education using validation instruments covering theoretical foundations, design procedures, learning outcomes, content organization, humanistic learning activities, learning activity design, assessment strategies, and design format. The results showed that the developed learning design and supporting instruments achieved a high level of validity, with most components classified as Very Valid and the learning achievement test construct classified as Valid. The overall expert agreement index reached 0.96, indicating a high level of consistency in expert judgments. The developed design integrates cognitive, affective, social, and reflective dimensions through four phases: problem introduction, collaboration, interaction, and reflection, while positioning students as active participants and teachers as facilitators. These findings indicate that the developed design provides a valid, structured, and implementable framework for meaningful and student-centered humanistic mathematics learning. Further research is needed to examine its practicality and effectiveness through classroom implementation.