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All Journal Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Riemann : Research of Mathematics and Mathematics Education
Cahyani, Jessica Dwi Nur
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Education Mathematics Social Sciences

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From Intended to Enacted: A Situated Analysis of TPACK-in-Action Through Video-Stimulated Recall in Geometry Classrooms Hanifah, Umi; Masriyah, Masriyah; Sari, Ayu Silvi Lisvian; Saadah, Nurus; Cahyani, Jessica Dwi Nur
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.148

Abstract

The integration of digital technology into mathematics classrooms remains inconsistent despite the development of the Technological Pedagogical Content Knowledge (TPACK) framework. This study investigates the persistent "know–do gap" by proposing a conceptual framework consisting of intended, enacted, and reflected TPACK. A qualitative multiple-case study was conducted with four secondary mathematics teachers in East Java, Indonesia. Data were triangulated from lesson plans, dual-camera classroom observations, and video-stimulated recall (VSR) interviews. Findings reveal a significant discrepancy: while teachers designed sophisticated technology-rich lessons, 65% of planned activities were shortened or abandoned during enactment. This regression to traditional instruction was primarily driven by excessive dual cognitive load and real-time classroom management pressures. VSR successfully uncovered teachers’ tacit reasoning, serving as a cognitive trigger for reflective improvement. The study concludes that TPACK is a situated and dynamic competence rather than a static body of knowledge. Implications suggest that professional development should move beyond technical training toward structured video-reflection cycles to develop teachers' adaptive orchestration and real-time decision-making skills.
A Phenomenological Study of Pre-service Teachers’ Readiness in Integrating Digital Literacy for Mathematics Assessment Hanifah, Umi; Masriyah; Sari, Ayu Silvi Lisvian; Saadah, Nurus; Cahyani, Jessica Dwi Nur
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 1 (2026): JRPIPM APRIL 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n1.p90-102

Abstract

Digital literacy has become an essential competence for mathematics educators, particularly in the domain of assessment. This study aims to explore the lived experiences and readiness of pre-service mathematics teachers in integrating digital literacy into mathematics assessment practices. The research employed a transcendental phenomenological approach to capture the essence of participants’ experiences in designing and implementing digital-based assessments. The participants consisted of six final-year pre-service mathematics teachers from two Indonesian universities who had experience developing digital assessment tasks during their teaching practice. Data were collected through semi-structured interviews, classroom observations, and analysis of digital assessment artifacts, including GeoGebra-based activities and Quizizz assessments. The data were analyzed using a phenomenological reduction process involving epoché, horizonalization, clustering of meaning units, and synthesis of the essence of the phenomenon. The findings reveal that although pre-service teachers demonstrate strong operational skills in using digital tools, their readiness to design meaningful digital mathematics assessments varies. Three main themes emerged from the analysis: technological fluency, pedagogical considerations in digital assessment design, and alignment between digital tools and assessment rubrics. The results indicate that readiness to integrate digital literacy in mathematics assessment involves not only technical competence but also the integration of pedagogical reasoning and assessment literacy. These findings highlight the importance of integrating digital assessment training within teacher education programs to better prepare future mathematics teachers for technology-supported assessment practices.
Co-Authors Masriyah MASRIYAH Saadah, Nurus Sari, Ayu Silvi Lisvian Umi Hanifah