Technology and Digital Literacy in Mathematics Learning at Vocational High School Muhammadiyah 3 Metro

Abstract

Background: Digital literacy is a critical competency for vocational students; however, its integration into mathematics instruction at SMK Muhammadiyah 3 Metro remains limited, as evidenced by low student engagement and insufficient use of technological resources. Objective: This study seeks to characterize the mathematics learning process and analyze the alignment between theoretical frameworks and classroom implementation. Method: A descriptive-quantitative approach was employed, using a 40-item Likert-scale questionnaire addressing student motivation, digital media use, teacher roles, and school facilities. The instrument was administered to 31 students and one mathematics teacher during the odd semester of 2024/2025. Data analysis involved index score calculations. Results: Student motivation was reported as very high (85.80%), whereas engagement (59.35%) and enjoyment (54.19%) were moderate. Teacher involvement and school facilities achieved full scores (100%), resulting in a 40-percentage-point disparity between system readiness and student participation. These findings suggest that infrastructure and teacher readiness alone are insufficient to ensure active student learning. Conclusion: The principal challenge is not related to facilities or teacher competence, but rather to adopting pedagogical strategies that promote interactive and enjoyable learning experiences. Digital literacy can enhance learning quality when integrated into student-centered instructional methods. It is recommended that schools prioritize pedagogical innovation over mere technological provision to foster meaningful student engagement. The study's limitations include a small sample size from a single school, which necessitates caution when generalizing the findings.