Enhancing Trigonometric Critical Thinking Through Innovative Learning: A Design Thinking Approach

This study aims to identify alternative solutions for enhancing students' critical thinking skills in mathematics, taking into account the needs of students and teachers, as well as developments in science, technology, and future educational demands. A design thinking approach was adopted, following five key stages: empathize, define, ideate (including meta-analysis), prototype, and test. The research involved 90 tenth-grade students and 8 mathematics teachers from three schools: SMAN 1 Semarang, SMAN 5 Semarang, and SMAN 14 Semarang. Data were collected through observations, questionnaires, and interviews. The findings reveal three innovative learning strategies that can effectively foster critical thinking in mathematics education: the development of differentiated project-based learning (PBL) grounded in TPACK and supported by Articulate Storyline; the use of Jejak Timur Media, assisted by the Math City Map; and the implementation of differentiated PBL activities that integrate the Jejak Timur Math City Map. These innovations, developed through the design thinking process, demonstrate the potential of integrating technology and student-centered learning models to improve critical thinking outcomes. The study concludes that applying the design thinking framework to the development of mathematics instruction offers effective and adaptable strategies to meet the evolving challenges of education and promote essential 21st-century skills.