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All Journal Information Technology Education Journal Indonesian Technology and Education Journal
Mei Radia Putri
Universitas Negeri Malang
Computer Science & IT Education

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Mathematics Teachers' Competency Development: A Qualitative Study On The Transition From PMM To Ruang GTK Fadhil Zil Ikram; Yaya Sukjaya Kusumah; Mei Radia Putri
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.8168

Abstract

The change from PMM (Merdeka Mengajar Platform) to Ruang GTK requires further study investigating how the Ruang GTK is utilised compared to PMM. The present qualitative study aims to describe the experiences of 15 mathematics teachers (13 teachers and two vice principals) in using Ruang GTK compared to their previous experiences using PMM. The study spanned six weeks and was conducted online and offline. The data were collected through interviews and audiovisual materials, with interview guidelines developed based on an adaptation of the Technology Acceptance Model (TAM3) constructs: perceived usefulness, perceived ease of use, job relevance, voluntariness, and use. The data underwent a three-stage analysis process, encompassing data condensation, data presentation, verification, and conclusion drawing. The results showed that more and more participants rarely use Ruang GTK due to motivational factors, changes in the curriculum, and the need to attend many offline trainings. The discrepancy in the advantages accruing from utilizing Ruang GTK compared to PMM can be attributed to the substantial diminution in teacher workload. Ruang GTK is easier to operate, especially because it eliminates features that confuse teachers. Lastly, many of the participants now access the Ruang GTK only when there is an obligation or demand from their superiors, and only a few
Utilization of Artificial Intelligence in Mathematics Education: Perspectives from Professors and Doctoral Students in Indonesia Fadhil Zil Ikram; R. H. Yanti Silitonga; Rosidah; Mei Radia Putri
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.1162

Abstract

Artificial intelligence (AI) is increasingly integrated into higher education, yet comparative studies of how doctoral students and professors view AI in mathematics education remain scarce, particularly in Indonesia. This study explores the perspectives of both groups through a qualitative design involving focus group discussions and semi-structured interviews with eight doctoral students and two mathematics education professors at several public universities. Data were analysed through condensation, presentation, and verification, with triangulation and member-checking ensuring credibility. Five interpretative patterns emerged: (1) heterogeneous AI adoption among doctoral students, ranging from extensive to restrictive-reflective; (2) shared epistemological grounding that AI functions as a tool rather than a substitute for conceptual mastery; (3) a proposal for differential course regulation, distinguishing a 'no AI' category for conceptual courses from a 'maximum AI' category for technology-based courses; (4) asymmetric control strategies that can be bridged through a disclosure-and-verification paradigm; and (5) complementary ethical concerns across roles. Participants also showed limited awareness of AI's potential as conversational, pedagogical, and teachable agents. While the small sample limits generalisability, these findings offer preliminary insights into how AI use is negotiated within supervisor–student relationships and suggest directions for further inquiry into AI adoption in Indonesian doctoral programmes in mathematics education.
Co-Authors Fadhil Zil Ikram Fadhil Zil Ikram R. H. Yanti Silitonga Rosidah Rosidah Yaya Sukjaya Kusumah