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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.
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References
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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
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
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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
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
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
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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
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
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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
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
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
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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
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
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/
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