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All Journal Jurnal Sosialisasi: Jurnal Hasil Pemikiran, Penelitian dan Pengembangan Keilmuan Sosiologi Pendidikan JURNAL PENDIDIKAN TAMBUSAI Journal of Education Research Edukasia: Jurnal Pendidikan dan Pembelajaran Focus: Jurnal of Law International Journal of Health Sciences Journal of Education Method and Learning Strategy JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Riwayat: Educational Journal of History and Humanities Jurnal Manajemen dan Pendidikan Agama Islam Interdisciplinary Journal (IDe) Sukma: Jurnal Pendidikan
Yuyun Alfasius Tobondo
Prodi Pendidikan Matematika, Fakultas Ilmu Keguruan Dan Ilmu Pendidikan, Universitas Kristen Tentena
Religion Humanities Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : Journal of Education Method and Learning Strategy

 1 
Reflective and Technology-Integrated Pedagogy for Mathematics Teacher Education Tobondo, Yuyun Alfasius
Journal of Education Method and Learning Strategy Том 3 № 02 (2025): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v3i02.1587

Abstract

This study explores the integration of reflective pedagogy and technology-enhanced instruction in mathematics teacher education. In response to the growing complexity of 21st-century classrooms, teacher preparation programs must equip educators with the capacity for critical self-assessment and technological proficiency. This research adopts a library research approach by systematically reviewing relevant literature from scholarly journals, books, and academic reports. Through thematic analysis, five key findings were identified: (1) reflective practices promote continuous professional development, (2) technology integration increases student engagement and conceptual understanding, (3) the combination of reflection and technology strengthens teachers’ technological pedagogical content knowledge (TPACK), (4) collaborative and reflective professional development enhances instructional implementation, and (5) integration challenges such as lack of confidence and pedagogical alignment require ongoing support. The study concludes that merging reflective pedagogy with technology integration creates a comprehensive framework for preparing adaptive, self-aware, and innovative mathematics educators. This integrated model provides valuable insights for the design of teacher education programs and underscores the need for professional development structures that foster both reflective and technological competencies. Future empirical research is recommended to validate these findings in classroom contexts and to assess their long-term impact on teaching outcomes.
Co-Authors Abidjulu, Rinto Z W Abidjulu, Rinto Z.W Alfian*, Melky Ambotuo, Viskarita F.M Atika Novince Delfince Tjenemundan Dera, Wildawati Djunaidy, Elisabet Feliks Arfid Guampe I Gusti Agung Gede Widnyana I Gusti Agung Gede Widnyana, I Gusti Agung Gede Irsan Bertinus Tondowala Junaedi, Elisabeth Kadir, Erni Labesani, Cirtye Masril Aguswandi Tudjuka Melapa, Lidia Ni Made Erliana Poliwo, Rifaldy Putra, Sepryanus Rifaldy Poliwo Ruagadi, Henry Anderson Sanny Feria Juliana Sertin Allolayuk Sigilipu, Fries Pileman Soa'e Sri Wulan, Sri Sudarmin, Ria Rezeki Sulvia Fery Hanry Tondowala Tabasi, Yosafat Tahir G, Muhammad Tara'u, Dwi Preti Natalia Tarindje, Stella Desrilisa Tumpu, Arkilaus uagadi, Agustanty Ekarini Saptarty Walenta, Abdi Sakti Wildawati Dera Yakin Ngguna Yakobus, I Ketut Yohanis Tarukallo Yosafat Tabasi*