Integrating the Use of Interdisciplinary Learning Activity Task in Creating Students’ Mathematical Knowledge

This study investigated the use of interdisciplinarylearning activity task to construct students’ knowledge in Mathematics,specifically on the topic of scale drawing application. The learning activitytask involved more than one academic discipline, which is Mathematics, EnglishLanguage, Art, Geography and integrating the Brunei Darussalam nationalphilosophy of the Malay Islamic Monarchy. A quantitative method using apre-experimental design focusing on one-group pre- and post-test design wasused for this study. The participants were selected from a convenient sample of43 Year 9 students in one of the secondary schools in Brunei. The findings werealso triangulated with the students’ collected reflective journal artifactdocuments. Each student journal was analyzed using the identified learningactivity stages within the RBC-model, where the R denotes Recognizing, B is Buildingwith and C means Constructing. The results showed an improvement in the students’achievement, and they were able to construct the mathematics knowledge by meansof collaboration among group members. Based on the findings, it is recommendedthat Mathematics teachers be encouraged and supportedto design authentic and interdisciplinary learning activity that are learnercentered catering to the different needs of our students and also to meet the21st century skills demand.