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All Journal EKSAKTA: Journal of Sciences and Data Analysis Jurnal Riset Pendidikan Matematika JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Jurnal Penjaminan Mutu JKPM (Jurnal Kajian Pendidikan Matematika) Jurnal Fundadikdas (Fundamental Pendidikan Dasar) WASIS : Jurnal Ilmiah Pendidikan Ethnomathematics Journal International Journal of Learning Reformation in Elementary Education Journal of Pedagogy and Education Science Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Jurnal Genesis Indonesia Buletin Edukasi Indonesia Jurnal Penjaminan Mutu
Meita Fitrianawati
Universitas Ahmad Dahlan
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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Mathematical Knowledge for Teaching in Elementary Teacher Education: A Systematic Review with Limited Meta-Analytic Synthesis Meita Fitrianawati; Muhammad Ardi Kurniawan; Vita Istihapsari
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002176

Abstract

This study synthesizes empirical research on Mathematical Knowledge for Teaching (MKT) in elementary teacher education through a systematic review combined with a limited meta-analytic synthesis. Following PRISMA 2020 procedures, studies published between 2015 and 2025 were identified from ERIC, Scopus, Google Scholar, Garuda Kemdikbud, and DOAJ. Fourteen quantitative and mixed-methods studies met the inclusion criteria, although only five provided sufficient statistical data for effect size estimation. Effect sizes were calculated using Cohen’s d and Hedges’ g, and pooled under a random-effects model in CMA version 3 and the R-package metafor. The findings indicate that MKT among elementary teachers, both prospective and early-career, is generally uneven across domains, with stronger performance in common content knowledge and persistent weaknesses in specialized content knowledge and horizon content knowledge, especially in fractions and geometry. The pooled effect (d = 0.62, 95% CI [0.38, 0.86], k = 5) suggests that structured pedagogical interventions can improve MKT, although the evidence base remains limited and heterogeneous. Cross-study patterns, rather than formal subgroup meta-analytic tests, suggest that teaching experience, mathematical content domain, and initial pedagogical knowledge are associated with variation in MKT outcomes. The study highlights implications for strengthening elementary teacher education curricula, particularly within the Kurikulum Merdeka framework in Indonesia, and for improving future MKT research design and reporting.
Co-Authors Afdol Awae Alfi Chasanah Alfiatun Nur Azizah Atminarsih Wulandari Dini Fitria Sari Karnen Endah Retnowati Erlita Normasari Esti Kurnia Hartono Hartono Hasna Nur Afifah Haswat Haswat Istiqomah Marsigit Marsigit Muhamad Fakhrur Saifudin Muhammad Ardi Kurniawan Nursyiva Irsalinda Rofiah, Nurul Hidayati Rosselina Tria Andanik Saifudin, Muhamad Fakhrur Selvina Shahidayanti, Tutik Sintawati, Mukti Sugiyarto Sugiyarto Suparman, Suparman Tika Setiyawati Vita Istihapsari