Prospective Elementary Research Articles

The Effectiveness of MPI BeWe to Improve the Learning Quality of Prospective Elementary School Teachers in the Elementary Teacher Education Study Program (PGSD) FKIP Unsri

The Web-Based Interactive Learning Multimedia (MPI BeWe) has been successfully developed for students of the Elementary School Teacher Education Study Program (PGSD) for the subject of Science Basic Concepts. 1. The problem raised in this research is how to develop Web-Based Interactive Learning Multimedia (MPI BeWe) to improve the quality of learning for elementary school teacher candidates in the PGSD Study Program FKIP Unsri. This study aims to improve the quality of the learning process for the Basic Science Concept course in the Elementary School Teacher Education Study Program (PGSD). The method used in this research is a quasi-experimental method. The research design used is the One-Group Pretest-Posttest Design. The sampling technique used is the Cluster Random Sampling (CRS) technique. The instruments used in this study were pretest and posttest with multiple choice techniques, observation sheets, and questionnaires in the form of student responses to learning using web-based interactive multimedia learning (MPI BeWe). The application of web-based interactive multimedia learning (MPI BeWe) shows the effectiveness of learning for first semester students of the PGSD study program. This can be seen from the increase in the percentage results of the average value of the pretest and posttest results and the increase in the results of the average gain g>. Thus, it can be concluded that there is an effective application of web-based interactive learning multimedia (MPI BeWe).

The Effects of Gender, Study Major, and Year of Study on Prospective Teachers’ Mathematical, Didactic, and Technological Knowledge

Teachers’ mathematical, didactic, and technological knowledge has been a central issue for the last few decades. Therefore, this study investigates and compares prospective teachers’ mathematical, didactic, and technological knowledge referring to gender, year of study, and academic major. This study used an online survey through online questionnaires. The population was prospective elementary and mathematics teachers from a public university in Riau province, Indonesia. The questionnaires were distributed via WhatsApp, and LMS integrated in courses in the University. There were 195 prospective teachers participated in this study. A non-parametric statistical analysis was used to compare teachers’ knowledge based on gender, year of study, and academic major. The findings reveal that there were no significant differences of teachers’ mathematical, didactic, and technological knowledge based on gender, year of study, and academic major. Therefore, mathematics learning at university has no impact on prospective teachers’ self-evaluation of their knowledge.

Mathematical Reflective Thinking Process of Prospective Elementary Teachers Review from the Disposition in Numerical Literacy Problems

<p style="text-align:justify">The purpose of this qualitative research is to analyze the reflective thinking process of prospective elementary teacher in numeracy problems in terms of their mathematical disposition. The subjects in this study were 26 prospective elementary school teachers who had attended elementary mathematics lectures. The focus in this research is the process of mathematical reflective thinking in solving story problems of a two-variable linear equation system in terms of the level of mathematical disposition. The research instrument consisted of a disposition questionnaire, a reflective thinking ability test and the researcher himself as the main instrument. Good mathematical reflective thinking skills are supported by disposition, by constantly monitoring one's own performance, reflecting on one's own performance, reasoning on one's own performance, considering the overall situation, the habit of analyzing the relationship between variables, being flexible in various alternative solutions to mathematical problems and trying to solve mathematical problems. From the results of this study, lecturers can develop learning media, scaffolding, or teaching materials that accommodate different dispositional abilities of prospective teachers that can be used to improve the reflective thinking process.</p>

Improved Understanding of Science Concepts in Terms of the Pattern of Concept Maps Based on Scientific Literacy in Prospective Elementary School Teacher Students

Concept maps are a technique that can represent the knowledge possessed by students. Depiction through concept maps can form a structured and systematic understanding of concepts based on the relationships between the written concepts. In a period of online learning like this, an exciting learning strategy is needed. Therefore, using concept maps can be an alternative learning strategy that lecturers can apply in online learning. This study aims to identify various concept map patterns that students often use to improve conceptual understanding of the topic of global warming as well as increase students' conceptual understanding of the draft concept map patterns. This research is a mixed-method type with concurrent embedded with 83 students of Primary Teacher Education semester 2 of the 2019/2020 academic year. The instrument used was the measurement instrument for the concept map pattern and the measurement of the conceptual understanding test based on scientific literacy for students. The results were then analyzed by normalized N-Gain test and qualitative data analysis. The results showed that students' concept map patterns to improve conceptual understanding using the hub/spokes concept map pattern were 87.9%. Meanwhile, the results of the N-Gain analysis showed several 0.53 (in the medium category), which means that understanding of the concept increases with the application of concept map learning. The concept map pattern that appears depicts the results of the visualization of students' conceptual understanding

Online Microteaching Lesson Study: An Approach to Improve Prospective Elementary Teachers’ Subject Matter Knowledge in Chemistry

The abrupt changes in teacher training brought by the COVID-19 pandemic urged teacher education institutions to implement interventions that would continuously equip prospective teachers with professional knowledge. As a response, this study utilized the online microteaching lesson study (OMLS) as an intervention in developing prospective elementary teachers’ (PETs) subject matter knowledge (SMK) in chemistry. It employed a mixed-method explanatory sequential design to determine the effects of OMLS on the SMK in chemistry of 36 PETs. Quantitative results revealed a significant effect of OMLS on PETs’ SMK as indicated by the improved achievement in chemistry, the identical normalized gain scores of the OMLS groups, and the enhanced SMK survey results of the OMLS teams. On the other hand, qualitative results showed that OMLS reinforced conceptual understanding by involving PETs in active learning and catalyzed conceptual change by enforcing PETs to employ metacognition. In addition, OMLS improved PETs’ ability to demonstrate SMK in teaching chemistry through repeated lesson implementation. In conclusion, PETs’ SMK in chemistry improved through OMLS.

Role of Representation in Supporting Prospective Teachers’ Understandings of Fractions as Measures

We discuss the evolution of an instructional unit for supporting prospective elementary and middle grades’ teachers’ conceptions of fractions as measures. We first studied prospective teachers’ conceptions of fractions using a task-based written assessment with discrete, linear, and circle representations. We designed an instructional unit that involved systematically introducing and connecting non-standard circles representations to other representations of fractions. We describe the assessments, learning outcomes of the instructional unit, limitations, and future directions.

A Narrative Exploration of Prospective Elementary Teacher's Experiences in Volleyball Practice Classes

연구목적 이 연구는 초등 예비교사들이 배구 실기 수업에서 경험한 내용과 의미를 심층적으로 탐색하였다. 연구방법 이를 위해 필승대학교 체육 실기 강의 중 배구수업에 참여한 초등 예비교사 8명을 연구참여자로선정하여 심층면담, 보고서, 관찰일지 등의 자료를 수집하였으며, 내러티브 탐구 방법을 활용하였다. 연구결과 초등 예비교사로서 체육수업 준비하기는 첫째, ‘기본기 갖추기’, ‘서로 이름 부르기’, ‘두려움없애기’를 활용한 ‘기초 기능 배우기’, 둘째, ‘경기 태도 이해하기’, ‘경기 규칙과 전략 이해하기’를 통한‘경기 기능 배우기’로 이야기하였다. 초등 예비교사로서 체육수업 적용하기는 첫째, ‘경기 방법 및 규칙을변형하여 수행하기’, 둘째, ‘함께 참여하는 체육수업 문화 조성하기’로 다시 이야기하였다. 결론 이러한 결과는 초등 예비교사의 배구 실기 수업 경험이 체육수업 운영 능력 및 지도 역량 등의전문성을 향상하여 좋은 체육수업을 실현할 수 있는 밑거름이 되며, 체육활동 중 발생하는 문제를 슬기롭게대처할 수 있는 실천적 지식을 형성하는 데 도움이 될 것이다.

The Stable and Persistent Alternative Conceptions Present in Prospective Elementary Teachers’ Understanding of Average Speed

The Stable and Persistent Alternative Conceptions Present in Prospective Elementary Teachers’ Understanding of Average Speed

Implementation of School Field Introduction (PLP) on Basic Teaching Skills for Prospective Elementary School Teacher Students

This study aims to determine the implementation and basic teaching skills of elementary school teacher education students, Faculty of Science, Technology, and Education, the University of Muhammadiyah Lamongan through school field introduction activities (PLP) in elementary schools. The approach used in this research is a quantitative form of One-Group Pretest-Posttest. Data collection techniques in this study using survey techniques. The results of the validity test of the PLP implementation instrument were declared valid and the reliability test was declared reliable with 0,746 > 0, 413 (r table)and the instrument for improving teaching skills is declared valid and the reliability test is declared reliable with 0,719 > 0, 413 (r table). The results of the PLP implementation test are 26.76, which means that the PLP implementation has gone very well following the hypothetical mean categorization value. While the results of the analysis of hypothesis testing using paired sample t-test obtained a significant value of 0.002 <0.05 so it can be concluded that there is an increase in students' basic teaching skills after carrying out School Field Introduction activities (PLP).

Is Flipped Learning more Effective than Traditional Classrooms in Developing Prospective Elementary Teachers’ Competence of Designing Integrated Natural Science Topics?

The flipped learning has a lot of advantages in university teaching, especially in the era of information technology explosion and in response to the current Covid-19 pandemic. Designing integrated natural science topics (DINST) is an important competence of elementary school teachers in creating an attractive teaching topic with interdisciplinary integration. The purpose of this study is to determine the effectiveness of applying the flipped learning in developing DINST competence compared to applying the traditional teaching model for prospective elementary teachers. The article used a quasi-experimental method. The 86 fourth-year pre-service elementary teachers were divided into two groups in which the experimental group was applied the flipped learning and the control group was done by traditional teaching. This research was conducted in a 7-week course in the semester I (2020 – 21) through the Module of “Scientific Discovery Activities Organization” at one public university of Education in Vietnam. The article has identified the process of organizing teaching to develop DINST competence for future elementary teachers. Pre- and post- tests were designed and applied on both groups. A questionnaire to collect information on the experimental group's learning attitude was also carried out, which helps to further explain our research results. Descriptive statistics and quantitative data analysis were performed on SPSS. The research results have shown that applying the flipped learning has contributed to the development of DINST competence for prospective elementary teachers better than teaching in the traditional way. The research has contributed to proving the positive role of the flipped learning in developing the future Elementary teachers’ competence to integrated teaching and showed that this model can be widely applied in Vietnam's teacher training institutions

Prospective Elementary Science Teacher in Developing Lesson Plan through Integration of STEM-Based TPACK

This study aims to determine the effect of STEM-integrated TPACK on the ability to plan science lessons and explore the ability of student learning planning in developing self-competencies to become adaptive, professional, creative, and innovative. The research method was a survey with a quantitative approach with 34 even-semester students at the Department of elementary school teacher education for the 2021/2022 academic year. Data collection used a questionnaire with a Likert scale and documentation. Data analysis techniques used SEM through AMOS and descriptive analysis. The results show that students are able to implement STEM-integrated TPACK within the 51-75 rating range. The designed model has been fit through GOF and GOFI values. TPK, CK and PK had a direct effect on STEM skills significantly for student’s abilities in preparing lesson plans. Indirect effect to show that the ability of STEM-integrated TPK, PCK, CK, TK, TPACK, PK has an indirect impact on students' ability to plan science lessons. Keywords: lesson plan, TPACK, STEM, prospective science teacher. Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh TPACK terintegrasi STEM terhadap kemampuan perencanaan pembelajaran IPA dan mengeksplorasi kemampuan perencanaan pembelajaran oleh mahasiswa dalam mengembangkan kompetensi diri untuk menjadi adaptif, profesional, kreatif dan inovatif untuk dibekali keterampilan khusus. Metode penelitian adalah survey dengan pendekatan kuantitatif dan jumlah subjek sebanyak 34 mahasiswa PGSD semester genap tahun akademik 2021/2022. Pengumpulan data menggunakan kuesioner dengan skala likert dan dokumentasi.. Teknik analisis data menggunakan SEM melalui AMOS dan analisis deskriptif. Hasil analisis menunjukkan mahasiswa mampu mengimplemetasikan TPACK terintegrasi STEM dalam rentang penilaian 51-75. Model yang didesain telah fit melalui perbandingan GOF dengan. Hasil analisis direct effect ditemukan TPK, CK dan PK berdampak langsung terhadap kemampuan STEM secara signifikan sedangkan kemampuan TK berdampak langsung terhadap kemampuan mahasiswa dalam menyusun perencanaan pembelajaran. Hasil indirect effect menunjukkan bahwa kemampuan TPK, PCK, CK, TK, TPACK, PK terintegrasi STEM berdampak secara tidak langsung bagi kemampuan mahasiswa menyusun perencanaan pembelajaran IPA. Kata kunci: rencana pelaksanaan pembelajaran, TPACK, STEM, calon guru IPA. DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1620-1634

The Effect of Kahoot on Learning Performance of Prospective Elementary School Teacher in Indonesia

The Effect of Kahoot on Learning Performance of Prospective Elementary School Teacher in Indonesia. Objectives: This study aims to determine the effect of Media Kahoot on the learning outcomes of prospective elementary school teachers. Methods: This research is a quasi-experimental research, namely by applying the use of Kahoot Media in the experimental class, the treatment is carried out to examine student learning performance. Findings: The average post-test score for the experimental class using Kahoot Media was 87.24 while the average in the Control class was 79.35. So that there is an increase in the average value of 7.89 using Kahoot Media. The use of Kahoot Media on the material characteristics of living things is quite effective for student learning outcomes. Conclusion: It is expected that lecturers and students use Kahoot Media as one of the interesting and interactive supporting media at the school and college level. Keywords: Kahoot, learning outcomes, elementary school teacher Students Abstrak: Dampak Kahoot terhadap Hasil Belajar Mahasiswa Calon Guru Sekolah Dasar di Indonesia. Tujuan: Penelitian bertujuan untuk mengetahui pengaruh Media Kahoot terhadap hasil belajar mahasiswa calon guru sekolah dasar. Metode: Penelitian ini adalah penelitian kuasi eksperimental, yaitu dengan menerapkan penggunaan Media Kahoot dalam kelas eksperimen, perlakuan dilakukan dengan maksud untuk mengkaji hasil belajar mahasiswa. Temuan: Rata-rata nilai post-test kelas eksperimen dengan menggunakan Media Kahoot sebesar 87,24 sedangkan rata-rata di kelas Kontrol sebesar 79,35. Sehingga ada peningkatan rata-rata nilai sebesar 7,89 dengan menggunakan Media Kahoot. Penggunaan Media Kahoot pada materi ciri-ciri makhluk hidup cukup efektif hasil belajar siswa. Kesimpulan: diharapkan kepada dosen dan mahasiswa untuk menggunakan Media Kahoot sebagai salah satu media pendukung yang menarik dan interaktif di tingkat sekolah maupun tingkat perguruan tinggi. Kata kunci: Kahoot, hasil belajar, mahasiswa calon guru sekolah dasar. DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202205/

Advancement of STEM-Based Digital Module to Enhance HOTS of Prospective Elementary School Teachers

Advancement of STEM-Based Digital Module to Enhance HOTS of Prospective Elementary School Teachers. Objectives: The goal of this research was to develop a valid, practical, and effective STEM-based digital module to help prospective elementary school teachers enhance their HOTS. Methods: This was a development study employing a four-dimensional model. This study enlisted the help of five lecturers and 100 prospective elementary school teachers. Findings: The developed STEM-based digital module is declared to be highly valid to use with score obtained is 3.38 and also said to be highly practical to utilize, with a lecturer aspect score of 95.67 and a student aspect score of 91.37. The STEM-based digital module also is declared effective in strengthening the HOTS of prospective elementary school teacher students which received an N-Gain score of 0.69 in the medium category. Conclusion: The study’s findings revealed that a valid, practical, and effective STEM-based digital module has been established to enhance the HOTS of prospective elementary school teachers. Keywords: prospective elementary school teacher, digital module, STEM, HOTS. Abstrak: Pengembangan Modul Digital Berbasis STEM untuk Meningkatkan HOTS Calon Guru Sekolah Dasar Judul artikel ditulis ulang disini. Tujuan: Tujuan penelitian ini adalah untuk mengembangkan modul digital berbasis STEM untuk meningkatkan kemampuan HOTS calon guru sekolah dasar yang valid, praktis dan efektif. Metode: Penelitian ini merupakan penelitian pengembangan dengan menggunakan model 4-D. Penelitian ini melibatkan 5 orang dosen dan 100 orang mahasiswa calon guru sekolah dasar. Temuan: Penelitian ini menemukan bahwa modul digital berbasis STEM yang dikembangkan dinyatakan sangat valid dengan skor 3,38 dan juga dinyatakan sangat praktis digunakan dengan mendapatkan skor 95,67 untuk aspek dosen dan 91,37 untuk aspek mahasiswa. Penelitian ini juga menyatakan bahwa modul digital berbasis STEM efektif untuk meningkatkan HOTS mahasiswa calon guru SD dengan N-Gain 0,69 berkategori sedang. Kesimpulan: Hasil penelitian menyimpulkan bahwa telah dikembangkanya modul digital berbasis STEM yang valid dan praktis serta efektif untuk meningkatkan HOTS mahasiswa calon guru sekolah dasar. Kata kunci: calon guru sekolah dasar, modul digital, STEM, HOTS. DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202245

Analysing the Skill of Writing a Scientific Article as a Written Communication Skill of Prospective Elementary School Teacher on Learning Mathematics

One of the skills developed in the 21st century learning framework is the development of written communication skills for students in higher education. Written communication is the ability to express ideas in written form with the aim of expressing ideas, solving problems, improving reasoning skills, understanding scientific phenomena and constructing the phenomena being studied. One way to make it easier for students to communicate their ideas in writing is to use reflective journals. This pre-experiment research aims to identify the written communication skill of prospective teachers of the elementary school in compiling scientific articles through a reflective journal. The research used one group pretest-posttest design which involved 20 prospective teachers of elementary school. The instrument used was a task sheet of scientific article writing. Data were processed using descriptive and inferential statistical analysis. The result showed the average value of prospective teachers' written communication skills before using a reflective journal is 52.50, and after using it is 80.56. The gain index is 0.59, which describes the score improvement of students' written communication skills in the medium category. The value of significance obtained is 0,000 < 0.05. This indicated that there is an influence of the use of reflective journals in enhancing the student's written communication skills.

Autonomy and Creative Thinking Skills of Prospective Elementary School Teacher Students in Learning Mathematics with Science Phenomena assisted by the Learning Management System

This research intends to explain the autonomy and creative thinking skills of prospective elementary school student teachers in mathematics with the learning management system (LMS)-assisted science phenomenon. The data collection was done by using test instruments in the form of essay questions to capture the creative thinking skills and a non-test in the form of a questionnaire was used to capture the autonomy skills of prospective elementary school student teachers. The data were analysed through several stages, namely data reduction, data presentation, data conclusions, and data validation using triangulation. The result of the research shows that using the LMS can improve the creative thinking skills of prospective elementary school teachers, while their autonomy skills in experimental classes and control classes indicate no difference. This happens because students were given the same opportunity to explore the material independently. Thus, a way to develop autonomy through mathematics learning needs to be explored.

Engaging students in discussing global climate change issues with friends and family

ASBTRACT This preliminary study reports upon students’ experiences in engaging friends and family members in discussing global climate change for required assignments in a laboratory-centered physics course for prospective elementary and middle school teachers, (https://open.oregonstate.education/physicsforteachers). Research questions included: What happens when students teach one or more friends and/or family members about topics they have just learned about global climate change in class? What do they and their learners learn? Also considered were the impact of shifting to remote instruction and ways this study is an example of participatory forms of research. Participants included the students and their learners. Data sources included written responses for friends and family assignments and two surveys. The students were active participants who chose the focus, format, and resources for interacting with their learners. Some friends and family members were willing to contemplate possible life-style changes. Some students learned that they could inspire others to consider such life-style issues. Shifting to remote instruction facilitated friends and/or family interactions for some but also introduced limitations for others. Overall, the students had mixed reactions to these friends and family assignments. Such assignments provide opportunities for students to initiate interactions that increase public knowledge of global climate change issues.

Prospective Elementary Teachers’ Pedagogical Knowledge for Mathematical Problem Solving

Research on mathematics teachers’ knowledge has generally focused more on mathematics concepts than mathematical processes. This paper addresses the latter with a focus on mathematical problem solving (PS). It reports on a study that investigated the pedagogical knowledge for PS of prospective elementary school teachers of mathematics (PTs). Participants were 149 PTs at a university in Spain. They were at the end of their teacher education program. Data sources consisted of a questionnaire on knowledge of learning PS and a questionnaire on knowledge of teaching PS. Findings indicated that the PTs held combination of different levels of knowledge of PS learning and teaching. Many of them demonstrated appropriate knowledge of many characteristics for (1) PS learning consisting of student as a problem-solver, PS as a worthwhile task, non-cognitive factor related to PS, and (2) PS teaching consisting of PS teaching approaches, discourse in PS, intervention during stuck state in PS, PS assessment, and PS resources. However, there were also contradictions and limitations to their knowledge with implications for teacher education. These combination of appropriate and inappropriate knowledge resulted in some conflicts that are related to teaching actions and would limit student’ learning of PS.

The Effect of Mastering Pedagogical Competence on the Prospective Elementary School Teachers Teaching Readiness

This study aims to determine the description of mastering pedagogical competence, map the teaching readiness, and analyze the significant effect of mastering pedagogical competence on teaching readiness of the prospective elementary school teachers at State Islamic University (UIN) Alauddin Makassar, Indonesia. This research was ex-post-facto quantitative research. The research variables were pedagogical competence and the readiness to be a teacher. The population and sample were all of the final semester students, consisting of 80 students of Madrasah Ibtidaiyah Teacher Education Department at UIN Alauddin Makassar who had taken the Field Experience Practice program using simple random sampling. The instrument used was a Likert scale-based questionnaire. A basic linear regression was employed to analyze the data. The following are the results of this study: (1) the mean score of prospective elementary school teachers' pedagogical competence was 70.62, indicating that the pedagogical competency score was in the high category; (2) the mean score of prospective elementary school teachers' teaching readiness mapping was 72.25, indicating that the mapping score of teaching readiness was in the high category; (3) the mean score of prospective elementary school teachers' pedagogical competence was 70.62, indicating that the pedagogical competency score was in the high category. As a result, prospective elementary school teachers' teaching preparation was influenced by their knowledge of pedagogical competence. Accordingly, prospective elementary school teachers' teaching preparation is needed to be trained by developing pedagogical competency by constructing a learning program in the Madrasah Ibtidaiyah Teacher Education Department. Keywords: pedagogical competence, teaching readiness, prospective elementary school teachers. Abstrak Penelitian ini bertujuan untuk mendeskripsikan penguasaan kompetensi pedagogik, memetakan realitas kesiapan mengajar, dan mengetahui signifikansi pengaruh penguasaan kompetensi pedagogik terhadap kesiapan mengajar calon guru sekolah dasar di Universitas Islam Negeri (UIN) Alauddin Makassar, Indonesia. Penelitian ini adalah penelitian kuantitatif jenis ex-post facto. Variabel penelitian yaitu kompetensi pedagogik dan kesiapan menjadi guru. Populasi dan sampel yaitu seluruh mahasiswa semester akhir program studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) UIN Alauddin Makassar yang telah mengambil program praktik pengenalan lapangan (PPL), dengan sampel random sampling sejumlah 80 orang. Instrumen yang digunakan yaitu angket berbasis skala Likert. Teknik analisis data yang digunakan adalah regresi linear sederhana. Berdasarkan penelitian yang telah dilakukan, diperoleh bahwa: (1) rata-rata skor kompetensi pedagogik calon guru sekolah dasar adalah 70.62 yang berarti secara umum skor kompetensi pedagogik berada pada kategori tinggi, (2) rata-rata pemetaan kesiapan mengajar calon guru sekolah dasar adalah 72.25 yang berarti skor pemetaan kesiapan mengajar berada pada kategori tinggi, dan (3) terdapat pengaruh yang signifikan kompetensi pedagogik terhadap kesiapan mengajar calon guru sekolah dasar. Sehingga dapat disimpulkan bahwa penguasaan kompetensi pedagogik mempengaruhi kesiapan mengajar calon guru sekolah dasar. Oleh karena itu, kesiapan mengajar calon guru sekolah dasar perlu dipersiapkan secara matang melalui penguatan kompentesi pedagogik baik melalui penyiapan kurikulum pembelajaran pada jurusan Pendidikan Guru Madrasah Ibtidaiyah. Kata kunci: kompetensi pedagogik, kesiapan mengajar, calon guru sekolah dasar.

A Comparative Study of First and Third Year Prospective Elementary Teachers’ Attitude Towards Technology-Based Mathematics Assessment

This study aims to determine how prospective elementary teachers' attitudes about technology-based mathematics assessment determine whether there are attitude differences between first and third-year prospective elementary teachers about technology-based mathematics assessment. This research is a comparative study with quantitative methods. The research data was conducted through an online survey, namely a questionnaire using Google Form. The populations of this study were 236 prospective elementary teachers with a sample size of 70 prospective elementary teachers. We use the proportion stratified random sampling technique to select the sample of this study. The results showed that the prospective elementary teachers have good attitudes toward technology-based mathematics assessment. This study also shows no difference between first and third-year prospective elementary teachers' attitudes towards the technology-based mathematics assessment.

The Investigation of Prospective Elementary Mathematics Teachers’ Problem Posing Self-Efficacy Beliefs

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers’ problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers’ PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers’ problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.