Pilot Data of Instrument Validation for Factor Affecting Indonesian Preservice Mathematics Teachers' Technology Integration

Published: 13 July 2023| Version 1 | DOI: 10.17632/vw2m9w8b2c.1
naufal ishartono,


The dataset is a pilot study data as part of instrument validation for determining the factors of Mathematics-Technological Pedagogical Content Knowledge (Math-TPACK), Beliefs in Digital Mathematics Learning Media (DMLM), and Beliefs in online learning (OL) had a significant influence on Indonesian PSMTs' use of DMLM (UDMLM) in online teaching practices. In theory, yes. Schmidt et al. [1] defines TPACK as a useful framework for thinking about what knowledge teachers must have to integrate TPACK as a framework for measuring teaching knowledge may have an impact on the type of training and professional development experiences designed for both pre-service and in-service teachers. As a result, Math-TPACK can be defined as a TPACK framework based on mathematical knowledge and mathematical software. The TPACK framework is made up of three types of knowledge: technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). In addition, TPACK also consists of a combination of the three basic knowledge, namely pedagogical-content knowledge (PCK), technological-content knowledge (TCK), technological-pedagogical knowledge (TPK), and technological-pedagogical-content knowledge (TPACK). Beliefs in DMLM and Beliefs in OL were also examined using the Theory of Planned Behavior (TPB). TPB was first introduced by Ajzen in 1980 as an academic framework aimed at understanding someone's belief in things, objects, or ways [2]. TPB is made up of three basic components: attitude (AT), which is a factor that motivates someone to do something; subjective norm (SN), which is associated with how other influential and important people accept and understand the specific behaviors that are suggested to be performed; and perceived behavioral control (PBC), which is a set that deals with the presence or absence of necessary resources and opportunities. AT refers to factors that influence PSMTs' views on DMLM in the context of beliefs on DMLM. Next, SN discusses how the environment around PSMTs helps them integrate DMLM during teaching practice. Finally, PBC refers to the condition in which PSMTs have complete control over their desire to use DMLM. In the context of online learning beliefs, AT refers to factors that influence PSMTs to use online learning mode. Furthermore, the SN component refers to how the PMSTs' surroundings assist them in using the online learning model. Finally, the PBC component refers to how PSMTs can exercise complete control over their desire to use online learning mode.


Steps to reproduce

The scale was developed through 2-phase procedures in this study. Phase 1 is to adapt and translate the research instrument. The adaptation process was carried out by conducting a systematic literature review related to the instruments used by previous researchers in measuring the variables of TPACK, TPB, and the use of Math-ICT. The literature study results were then modified based on the research objectives (see Table 2 for a general overview of the instrument). Furthermore, the instruments that have been developed are then transliterated from Indonesian to English and vice versa by involving two linguists from one of the universities in Indonesia. Next, phase 2 is carried out with face and content validity which is carried out with two discussions. The first discussion was held involving three experts from one of the universities in Indonesia who qualitatively evaluated the instruments developed, especially in the aspects of the appropriateness of context, setting, and construction of the instrument. The next face-to-face discussion involved five PSMTs to ensure that the instruments developed were easy to use and understand. Passing the 2-phase procedures, the instrument then was administered online by using Google Form to collect survey data starting from September to October 2022 through simple random sampling. The instrument was distributed to 325 PSMTs from fourteen universities in 11 provinces in Indonesia, of whom 303 responses were obtained


University of Malaya - City Campus, Universitas Muhammadiyah Surakarta


Mathematics Education, Innovation, Knowledge


Universitas Muhammadiyah Surakarta