Mathematics as one of the elements in STEM is challenging and tedious themes for students. Algebra, a key subject, is the most misunderstood chapter. This study developed a mathematics teaching and learning module for vocational college students using the REACT methodology. This quantitative investigation uses Vocational College math experts and students to confirm the findings. A rater reliability-checked form and structured interview were employed. The study included three vocational mathematics experts, ten first-year vocational college students for the first semester interview phase, and three mathematics experts for dependability data verification. Thematic analysis was performed on raw interview data. The REACT model identified 20 usability aspects of the algebra topic learning module, according to teacher responders. The Cohen Kappa Index approval coefficient averaged 0.9, suggesting high dependability. Five of the 18 items in the study were approved by expert teachers due to inter-rater reliability. According to student responses, the module comprises 30 components. Cohen Kappa Index approval coefficients average 0.82, showing high reliability. After inter-rater reliability, 26 items with 5 constructions were approved. The findings of this study have an impact on the modules used for teaching and studying mathematics in vocational colleges. These classes enhance students' understanding, proficiency, and attitudes towards mathematics. © 2024 IEEE.
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