<![CDATA[This study aims to reveal the process of reflection before instruction (reflection for action) carried out by mathematics teachers in planning classroom learning. The research employed a qualitative approach with a case study design. It was conducted at SMP Negeri 40 Samarinda during the even semester of the 2024/2025 academic year, involving two mathematics teachers with more than ten years of teaching experience and certified as professional educators. Data were collected through in-depth interviews and document analysis. Data analysis included data reduction, data display, and conclusion drawing, supported by the ATLAS.ti 9 software. The validity of the data was ensured through methodological triangulation by comparing the results of interviews with instructional documents. The findings indicate that the reflection for action process encompasses analyzing students’ conditions, adjusting instructional materials, selecting teaching strategies, anticipating potential challenges, and preparing alternative solutions. This process was carried out systematically, taking into account prior teaching experiences, thereby making learning more adaptive and contextual to students’ needs. These findings affirm that reflection for action plays a crucial role in enhancing the quality of mathematics lesson planning and implementation, and it has the potential to be applied across different educational levels and subject areas.]]>
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