Article Sidebar

Download
PDF
Statistic
Read Counter : 353 Download : 84

Downloads

Download data is not yet available.

Main Article Content

Abstract

Numerous studies have examined the development of instruments to identify factors influencing preservice teachers' integration of technology in teaching practices. However, limited research has been dedicated to designing instruments specifically tailored to assess mathematics preservice teachers' integration of Digital Mathematics Learning Media (DMLM) during online teaching practice. This gap is particularly pertinent in the Indonesian context, where assessing future teachers' competencies is crucial. Addressing this gap, the present study endeavors to develop and validate an instrument to identify the factors influencing Indonesian Preservice Mathematics Teachers' (PSMTs) integration of DMLM in online teaching practice. The instrument's theoretical foundation is derived from the Technological Pedagogical Content Knowledge (TPACK) framework, with an emphasis on the Math-TPACK domain, and the Theory of Planned Behavior, focusing on beliefs related to DMLM and online learning. The research employed the ADDIE model for instrument development, combined with Exploratory Factor Analysis (EFA), involving a sample of 303 Indonesian preservice mathematics teachers. The study resulted in the development of a questionnaire comprising 59 indicators across four domains: Math-TPACK, Beliefs on Online Learning, Beliefs on DMLM, and the Use of DMLM. This instrument provides a robust tool for policymakers and educators to identify critical factors affecting PSMTs' effectiveness in online mathematics teaching. Additionally, it offers insights for designing targeted interventions to enhance the quality of online teaching practices.

Keywords

ADDIE Digital Mathematics Learning Media Exploratory Factor Analysis Item-CVI Scale-CVI

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Ishartono, N., Halili, S. H. binti, Razak, R. binti A., & Jufriansah, A. (2024). Factors shaping Indonesian preservice math teachers’ digital media adoption in online mathematics teaching practice: An instrument development and validation study. Journal on Mathematics Education, 15(4), 1219–1250. https://doi.org/10.22342/jme.v15i4.pp1219-1250
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In Action control. https://doi.org/10.1007/978-3-642-69746-3_2
  2. Ajzen, I. (1991). Theory of Planned Behavior. In Organizational Behavior and Human Decision Processes. Academic Press. https://doi.org/10.1080/10410236.2018.1493416
  3. Albion, P., Jamieson-Proctor, R., & Finger, G. (2010). Auditing the TPACK confidence of Australian pre-service teachers: The TPACK confidence survey (TCS). Proceedings of Society for Information Technology Teacher Education International Conference 2010, 11(3), 3772–3779. http://www.editlib.org/p/33969
  4. Aliyyah, R. R., Reza, R., Achmad, S., Syaodih, E., Nurtanto, M., Sultan, A., Riana, A., & Tambunan, S. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period : A Case Study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388
  5. American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct. https://www.apa.org/ethics/code
  6. Bartlett, M. S. (1951). The effect of standardization on a χ 2 approximation in factor analysis. Biometrika, 38(3/4), 337-344. https://doi.org/10.2307/2332580
  7. Benis-Sinaceur, H. (2014). Facets and Levels of Mathematical Abstraction. In Philosophia Scientae (Issues 18–1). https://doi.org/10.4000/philosophiascientiae.914
  8. Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer. https://doi.org/10.1007/978-0-387-09506-6
  9. Brandt, J., Lunt, J., & Meilstrup, G. R. (2016). Mathematicians’ and Math Educators’ Views on “Doing Mathematics.” Primus, 26(8), 753–769. https://doi.org/10.1080/10511970.2016.1166408
  10. Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating Preservice Teachers’ Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63–73. https://www.jstor.org/stable/jeductechsoci.13.4.63
  11. Cox, B. S., & Graham, C. R. (2009). Using an Elaborated Model of the TPACK Framework to Analyze and Depict Teacher Knowledge. TechTrends, 53(5), 60–71. https://doi.org/10.1007/s11528-009-0327-1
  12. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (sixth). Sage Publisher. https://doi.org/10.5539/elt.v12n5p40
  13. da Ponte, J. P., & Chapman, O. (2015). Preservice mathematics teachers’ knowledge and development. In Handbook of International Research in Mathematics Education (Issue 10872). https://doi.org/10.4324/9780203930236.ch11
  14. Danielsen, A. K., Pommergaard, H.-C., Burcharth, J., Angenete, E., & Rosenberg, J. (2015). Translation of Questionnaires Measuring Health Related Quality of Life Is Not Standardized: A Literature Based Research Study. PLOS ONE, 10(5), e0127050. https://doi.org/10.1371/journal.pone.0127050
  15. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008
  16. Djannah, M., Ishartono, N., Hayuni, A. A., Mufidah, A., Firdaus Bin Sufahani, S., & Waluyo, M. (2024). Exploring Ethnomathematical Geometry in Indonesian Shadow Puppetry Gunungan: Philosophical and Educational Implications. Jurnal Varidika, 36(1), 110–125. https://doi.org/10.23917/varidika.v36i1.5661
  17. Durdu, L., & Dağ, F. (2017). Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course. Australian Journal of Teacher Education, 42(11), 150–171. https://doi.org/10.14221/ajte.2017v42n11.10
  18. Fishbein, M., Jaccard, J., Davidson, A. R., Ajzen, I., & Loken, B. (1980). Predicting and understanding family planning behaviors. In Understanding attitudes and predicting social behavior. Prentice Hall. https://nyuscholars.nyu.edu/en/publications/predicting-and-understanding-family-planning-behaviors
  19. Garson, G. D. (2012). Testing statistical assumptions: Blue Book Series. In Asheboro: Statistical Associate Publishing. https://www.researchgate.net/profile/Jurandy_Penitente-Filho/post/What_is_the_best_statistical_method_to_correlate_immunohistochemestry_and_rt-pcr/attachment/59d61d9879197b807797853c/AS:271755204071424@1441802897825/download/assumptions.pdf
  20. Habibi, A., Razak, R. A., Yusop, F. D., Muhaimin, M., Asrial, A., Mukminin, A., & Jamila, A. (2022). Exploring the factors affecting pre-service science t eachers ’ actual use of technology during teaching practice. South African Journal of Education, 42(1), 1–11. https://www.ajol.info/index.php/saje/article/view/229350
  21. Habibi, A., Yusop, F. D., & Razak, R. A. (2020). The Role of TPACK in Affecting Pre-Service Language Teachers’ ICT Integration during Teaching Practices: Indonesian Context. Education and Information Technologies, 25(3), 1929–1949. https://doi.org/10.1007/s10639-019-10040-2
  22. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (Seventh). https://www.pdfdrive.com/multivariate-data-analysis-7th-edition-e156708931.html
  23. Hair, J. F., Sarstedt, M., & Ringle, C. M. (2019). Rethinking some of the rethinking of partial least squares. European Journal of Marketing, 53(4), 566–584. https://doi.org/10.1108/EJM-10-2018-0665
  24. Hazzan, O., & Kramer, J. (2016). Assessing Abstraction Skills: What Makes a Good Question?. Communications of the ACM, 59(12), 43–45. https://doi.org/10.1145/2926712
  25. Hilton, J. T. (2016). A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms Integration into Two Social Studies Classrooms. The Social Studies, 7996(February), 68–73. https://doi.org/10.1080/00377996.2015.1124376
  26. Ishartono, N., Nurcahyo, A., Waluyo, M., Prayitno, H. J., & Hanifah, M. (2022). Integrating Geogebra Into the Flipped Learning Approach To Improve Students ’ Self-Regulated Learning During the Covid-19 Pandemic. Journal on Mathematics Education, 13(1), 69–85. https://doi.org/10.22342/jme.v13i1.pp69-86
  27. Ishartono, N., Nurcahyo, A., Waluyo, M., Razak, R. A., Sufahani, S. F., & Hanifah, M. (2022). GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 7(3), 178–196. https://doi.org/10.23917/jramathedu.v7i3.18141
  28. Izmirli, S., & Sahin Izmirli, O. (2015). Factors motivating preservice teachers for online learning within the context of ARCS motivation model. Turkish Online Journal of Distance Education, 16(2), 56–68. https://doi.org/10.17718/tojde.26620
  29. Jais, N. F. M., Ishak, S. A., & Md Yunus, M. (2022). Developing the Self-Learning Interactive Module using ADDIE Model for Year 5 Primary School Students. International Journal of Academic Research in Progressive Education and Development, 11(1), 615–630. https://doi.org/10.6007/IJARPED/v11-i1/11919
  30. Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2013). Development of the TTF TPACK survey instrument. Australian Educational Computing, 27(3), 26–35. https://www.learntechlib.org/p/133312/
  31. Jenny, J. Y., & Diesinger, Y. (2011). Validation of a French version of the Oxford knee questionnaire. Orthopedics and Traumatology: Surgery and Research, 97(3), 267–271. https://doi.org/10.1016/j.otsr.2010.07.009
  32. Kalonde, G., & Mousa, R. (2016). Technology Familiarization to Preservice Teachers. Journal of Educational Technology Systems, 45(2), 236–255. https://doi.org/10.1177/0047239515616965
  33. Karatas, I., Tunc, M. P., Yilmaz, N., & Karaci, G. (2017). An investigation of technological pedagogical content knowledge, self-confidence, and perception of pre-service middle school mathematics teachers towards instructional technologies. Educational Technology and Society, 20(3), 122–132. https://www.jstor.org/stable/26196124
  34. Kaufmann, R., & Vallade, J. I. (2022). Maximizing the student experience: moving forward with online learning. Communication Education, 71(2), 152–154. https://doi.org/10.1080/03634523.2021.2022730
  35. Kaya, S., & Daǧ, F. (2013). Turkish adaptation of Technological Pedagogical Content Knowledge Survey for elementary teachers | Sinif Öǧretmenlerine Yönelik Teknolojik Pedagojik İçerik Bilgisi Ölçegi’nin Türkçeye Uyarlanmasi. Kuram ve Uygulamada Egitim Bilimleri, 13(1), 302–306. https://eric.ed.gov/?id=EJ1016741
  36. Khanal, B., Joshi, D. R., Adhikari, K. P., & Khanal, J. (2022). Problems of Mathematics Teachers in Teaching Mathematical Content Online in Nepal. International Journal of Virtual and Personal Learning Environments, 12(1). https://doi.org/10.4018/IJVPLE.312845
  37. Kieffer, K. M. (1999). An Introductory Primer on the Appropriate Use of Exploratory and Confirmatory Factor Analysis. Research in the Schools, 6(2), 75–92. https://eric.ed.gov/?id=EJ610713
  38. Koehler, M. J., Mishra, P., & Cain, W. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
  39. Luik, P., & Suviste, R. (2018). Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Educ Inf Technol, 23, 741–755. https://doi.org/10.1007/s10639-017-9633-y
  40. Lumbantoruan, J. H., & Male, H. (2022). Impact of Unprepared Competence and Difficulty in Competence of Mathematics Teachers During Online Learning. JTAM (Jurnal Teori Dan Aplikasi Matematika), 6(4), 876. https://doi.org/10.31764/jtam.v6i4.9164
  41. Lumbantoruan, J. H., & Nadeak, B. (2022). Mathematics teacher competency analysis during online learning. International Journal of Trends in Mathematics Education Research, 5(2), 214–221. https://doi.org/10.33122/ijtmer.v5i2.132
  42. Luu, H. N. Q. (2021). Learners’ Perceptions towards Online Learning during the Covid-19 Pandemic: A Study at a Center of Foreign Languages in Vietnam. Vietnam Journal of Education, 5(3), 84–90. https://doi.org/10.52296/vje.2021.124
  43. Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–386. http://ijoh.tums.ac.ir/index.php/ijoh/article/view/26
  44. Mathieson. (1991). Comparing The Technology Acceptance Model with The Theory of Planned Behaviour. Information Systems Research, 2(3), 173–191. https://doi.org/10.1287/isre.2.3.173
  45. Minea-Pic, A. (2020). Innovating teachers’ professional learning through digital technologies. OECD Education Working Papers, 237(237), 42. https://eric.ed.gov/?id=ED609836
  46. Mishra, P., & Koehler, M. J. (2008). Introducing Technological Pedagogical Content Knowledge. Paper Presented at the Annual Meeting of the American Educational Research Association, 1–16. https://www.scirp.org/reference/referencespapers?referenceid=1565931
  47. Mouloudj, K., Bouarar, A. C., & Stojczew, K. (2021). Analyzing the Students’ Intention to Use Online Learning System in the Context of COVID-19 Pandemic: A Theory of Planned Behavior Approach. In W. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in Global Education and Research (Vol. 4, pp. 1–17). https://doi.org/10.5038/9781955833042
  48. Nailufar, Y., Safruddin, S., & Zain, Moh. I. (2021). Analysis of Teacher Difficulties in Online Learning on Mathematics Subjects. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 9(2), 280. https://doi.org/10.33394/j-ps.v9i2.4376
  49. Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c
  50. Osborne, J. W. (2015). What is rotating in exploratory factor analysis? Practical Assessment, Research and Evaluation, 20(2), 1–7. https://doi.org/10.7275/hb2g-m060
  51. Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge. https://doi.org/10.4324/9781003117452
  52. Polit, D. F., & Beck, C. T. (2006). The Content Validity Index: Are You Sure You Know What’s Being Reported? Critique and Recommendations. Research in Nursing & Health, 29, 489–497. https://doi.org/10.1002/nur
  53. Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an Acceptable Indicator of Content Validity? Appraisal and Recommendations. Research in Nursing & Health, 30, 459–467. https://doi.org/10.1002/nur
  54. Ratih, K., Fahmi, M., Syah, J., Jarin, S., & Buckworth, J. (2021). Learning Pattern during the Disruptive Situation in Informal Education: Parents’ Efforts and Challenges in the Adjustment of Progressive Learning. Ijolae, 3(3), 180–193. https://doi.org/10.23917/ijolae.v3i3.15151
  55. Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers’ beliefs about using Web 2.0 technologies in K-12 classroom. Computers and Education, 59(3), 937–945. https://doi.org/10.1016/j.compedu.2012.04.001
  56. Sadaf, A., Newby, T. J., & Ertmer, P. A. (2016). An investigation of the factors that influence preservice teachers’ intentions and integration of Web 2.0 tools. Educational Technology Research and Development, 64(1), 37–64. https://doi.org/10.1007/s11423-015-9410-9
  57. Santiari, N. P. L. (2015). Embed Attitude from Student on Elearning Using Instructional Design with ADDIE Model. International Journal of Advanced Computer Science and Applications, 6(11), 35–43. https://doi.org/10.14569/IJACSA.2015.061105
  58. Scheuren, B. F. (1948). What is a Survey. 1–68. https://fweil.com/
  59. Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. In Journal of Research on Technology in Education (Vol. 123). https://doi.org/10.1080/15391523.2009.10782544
  60. Tafli, T. (2021). A Comparative Study on TPACK Self-Efficacy of Prospective Biology Teachers from the Faculties of Education & Science. International Journal of Curriculum and Instruction, 13(3), 2957–2980. https://eric.ed.gov/?id=EJ1312866
  61. Tareen, H., & Haand, M. T. (2020). International Journal of Advanced Research and Publications A Case Study of UiTM Post-Graduate Students’ Perceptions on Online Learning: Benefits & Challenges. International Journal of Advanced Research and Publications, 4(6), 86–94. https://www.scirp.org/reference/referencespapers?referenceid=3026904
  62. Teo, T., & Beng Lee, C. (2010). Explaining the intention to use technology among student teachers: An application of the Theory of Planned Behavior (TPB). Campus-Wide Information Systems, 27(2), 60–67. https://doi.org/10.1108/10650741011033035
  63. Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. In Washington, DC (Vol. 10694, Issue 000). https://doi.org/10.1080/10705510802339122
  64. Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25(4), 2823–2842. https://doi.org/10.1007/s10639-019-10092-4
  65. Van Acker, F., van Buuren, H., Kreijns, K., & Vermeulen, M. (2013). Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude. Education and Information Technologies, 18(3), 495–514. https://doi.org/10.1007/s10639-011-9181-9
  66. White-Fredette, K. (2004). What Is Mathematics? An Exploration of Teachers‘ Philosophies of Mathematics During A Time of Curriculum Reform (Issue 1). Georgia State University. https://www.proquest.com/openview/2f14bce075e5c23361c70f443745b083/1?pq-origsite=gscholar&cbl=18750
  67. Williams, B., Onsman, A., & Brown, T. (2010). Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine. https://ajp.paramedics.org/index.php/ajp/article/view/93
  68. World Health Organization. (2023). WHO chief declares end to COVID-19 as a global health emergency. UN News. https://news.un.org/en/story/2023/05/1136367
  69. Yusop, F. D. (2015). A dataset of factors that influence preservice teachers’ intentions to use Web 2.0 technologies in future teaching practices. British Journal of Educational Technology, 46(5), 1075–1080. https://doi.org/10.13140/2.1.4587.5026
  70. Yusop, F. D., Habibi, A., & Razak, R. A. (2021). Factors Affecting Indonesian Preservice Teachers’ Use of ICT During Teaching Practices Through Theory of Planned Behavior. SAGE Open, 11(2). https://doi.org/10.1177/21582440211027572
  71. Zhang, M., Zhang, H., Li, J., Wang, L., Fang, Y., & Sun, J. (2019). Supervised graph regularization based cross media retrieval with intra and inter-class correlation. Journal of Visual Communication and Image Representation, 58, 1–11. https://doi.org/10.1016/j.jvcir.2018.11.025