Understanding Mathematics Teachers' Perspectives on Deep Learning Oriented to Students' Computational Abilities
Abstract
Good and quality mathematics learning is influenced by mathematics teachers' beliefs about appropriate learning strategies and methods. This study aims to determine the extent to which mathematics teachers prepare, develop, and adapt deep learning in mathematics classrooms. Mathematics teachers were the subjects of this study because the foundation of the strength of mathematics learning in its implementation is highly dependent on their perceptions. Data collection was conducted face-to-face and online, combining in-depth interviews and closed-group discussions. The data were analyzed using thematic analysis, combining themes and categories formed during the analysis process. The results indicate the relevance of deep learning in the context of mathematics learning, the diverse readiness of mathematics teachers in implementing deep learning, and the need for training required by teachers to support the creation of higher-quality learning. The impact of this research will provide input to the government in implementing the program, the need for regular evaluation and structured and massive training so that implementation can be carried out more evenly throughout Indonesia
Full Text:
PDFReferences
Alrajhi, A. S. (2024). Artificial intelligence pedagogical chatbots as L2 conversational agents. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2327789
Andono, J., Nugroho, B. P., & Handayani, R. (2022). Analisis Kesulitan Belajar Siswa Dalam Mata Pelajaran Matematika Pada Materi Program Linear Kelas X SMK Muhammadiyah 1 Kotabumi. International Journal of Progressive Mathematics Education, 2(2), 74–83. https://doi.org/10.22236/ijopme.v2i2.8900
Atmini, S., Jusoh, R., Prastiwi, A., Wahyudi, S. T., Hardanti, K. N., & Widiarti, N. N. (2024). Plagiarism among accounting and business postgraduate students: a fraud diamond framework moderated by understanding of artificial intelligence. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2375077
Bikner-Ahsbahs, A. (2025). How eye tracking may advance the field of mathematics education: a commentary on the ESM Special Issue on eye-tracking research in mathematics education. Educational Studies in Mathematics, 555–574. https://doi.org/10.1007/s10649-025-10386-0
Binothman, M., Alhabbash, M., Al Mohammedi, N., & Ibrahim, A. (2024). Unraveling high-school students’ learning experiences in English, Science, and Math: a mixed methods study. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2351243
Boekaerts, M., Seegers, G., & Vermeer, H. (1995). Solving math problems: Where and why does the solution process go astray? Educational Studies in Mathematics, 28(3), 241–262. https://doi.org/10.1007/BF01274175
Brandsæter, A., & Berge, R. L. (2025). Promoting mathematical competence development through programming activities. Educational Studies in Mathematics, 225–247. https://doi.org/10.1007/s10649-024-10380-y
Çalık, M. (2013). Investigation of junior secondary students’ perceptions of mathematics classroom learning environments in china. Eurasia Journal of Mathematics, Science and Technology Education, 9(3), 273–284. https://doi.org/10.12973/eurasia.2013.935a
Eryanti, I., Sallah, E. K., & Gakuba, E. (2022). Profiling students’ algebraic thinking ability in solving problems System Of Linear Equations Two Variables in vocational educational schools. International Journal of Progressive Mathematics Education, 2(1). https://doi.org/10.22236/ijopme.v2i1.8878
Espinoza-Vásquez, G., Henríquez-Rivas, C., Climent, N., Ponce, R., & Verdugo-Hernández, P. (2024). Teaching Thales’s theorem: relations between suitable mathematical working spaces and specialised knowledge. Educational Studies in Mathematics, 271–293. https://doi.org/10.1007/s10649-024-10367-9
García, F. J., & Bosch, M. (2006). Mathematical modelling as a tool for the connection of school mathematics. ZDM - International Journal on Mathematics Education, 38(3), 226–246. https://doi.org/10.1007/BF02652807
García González, M. S., & Sierra, G. M. (2020). The history of a teacher’s relief of his mathematics anxiety: the case of Diego. Educational Studies in Mathematics, 103(3), 273–291. https://doi.org/10.1007/s10649-020-09941-8
Gurmu, F., Tuge, C., & Hunde, A. B. (2024). Effects of GeoGebra-assisted instructional methods on students’ conceptual understanding of geometry. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2379745
Husain, A., Ikram, M., & Bahri, F. (2023). Analysis of students’ proportional reasoning in solving story problems. International Journal of Progressive Mathematics Education, 3(1), 16–23. https://doi.org/10.22236/ijopme.v3i1.7619
Ikram, M., Purwanto, & Parta, I. N. (2021). Analysis of The Occurrence of Reversible Reasoning for Inverse Cases: A Case Study on The Subject Adjie. International Journal of Progressive Mathematics Education, 1(1), 1–15. https://doi.org/10.22236/ijopme.v1i1.6635
Istikomah, E., & Wahyuni, A. (2018). Student’s Mathematics Anxiety on The Use of Technology in Mathematics Learning. JRAMathEdu (Journal of Research and Advances in Mathematics Education). https://doi.org/10.23917/jramathedu.v3i2.6364
Kamberi, M. (2025). The types of intrinsic motivation as predictors of academic achievement: the mediating role of deep learning strategy. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2482482
Kenan, K. X.-F. (2017). Using Linear and Quadratic Functions to Teach Number Patterns in Secondary School. Australian Senior Mathematics Journal, 31(2), 42–52.
Kharisma, Purwanto, S. E., Nguyen, N. T. T., & Tran, T.-G. (2023). Kecemasan Matematika pada Siswa Kelas 9 SMP Berdasarkan Ada Tidaknya Keikutsertaan Kursus Online pada Pembelajaran Daring. International Journal of Progressive Mathematics Education, 3(1), 1–15. https://doi.org/10.22236/ijopme.v3i1.7802
Klang, E., Barash, Y., Levartovsky, A., Lederer, N. B., & Lahat, A. (2021). Differentiation between malignant and benign endoscopic images of gastric ulcers using deep learning. Clinical and Experimental Gastroenterology, 14, 155–162. https://doi.org/10.2147/CEG.S292857
Köğce, D. (2022). Examination of Mathematical Errors and Mistakes in Calculus Course. Educational Policy Analysis and Strategic Research, 17(1), 295–311. https://doi.org/10.29329/epasr.2022.248.15
Kurniasih, N., Hidayani, F., & Muchlis, A. (2021). Analisis Kemandirian Belajar Matematika Siswa SMA Kelas XI Selama Pembelajaran Jarak Jauh. International Journal of Progressive Mathematics Education, 1(2), 117–126. https://doi.org/10.22236/ijopme.v1i2.6568
Maarif, S., Umam, K., Soebagyo, J., & Pradipta, T. R. (2022). Critical review on mathematics virtual classroom practice in private university. International Journal of Nonlinear Analysis and Applications, 13(1), 975–982. https://doi.org/10.22075/ijnaa.2022.5616
Melesse, T., & Belay, S. (2022). Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter? Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2105552
Miao, Y., Holst, S. J., Haake, J. M., & Steinmetz, R. (2020). PBL-protocols: Guiding and Controlling Problem Based Learning Processes in Virtual Learning Environments. International Conference of the Learning Sciences, 244–249. https://doi.org/10.4324/9780203763865-50
Nakawa, N., & Kosaka, M. (2025). Aligning Cross-Curricular Inquiry-Based High School Textbooks with Curriculum Guidelines. ZDM - Mathematics Education. https://doi.org/10.1007/s11858-025-01701-3
Nelvia, S. (2019). Implementasi Pendekatan Sosiolinguistik. Bahasa Indonesia, 17, 87–98.
Pepin, B., Kohanová, I., & Lada, M. (2025). Developing Pre-Service Teachers’ Capacity for Lesson Planning with the Support of Curriculum Resources. ZDM - Mathematics Education. https://doi.org/10.1007/s11858-025-01685-0
Schindler, M., Simon, A. L., Baumanns, L., & Lilienthal, A. J. (2025). Eye-tracking research in mathematics and statistics education: recent developments and future trends. A systematic literature review. ZDM - Mathematics Education. https://doi.org/10.1007/s11858-025-01699-8
Shi, L., Muhammad Umer, A., & Shi, Y. (2023). Utilizing AI models to optimize blended teaching effectiveness in college-level English education. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2282804
Stapleton, P. (2011). A survey of attitudes towards critical thinking among Hong Kong secondary school teachers: Implications for policy change. Thinking Skills and Creativity, 6(1), 14–23. https://doi.org/10.1016/j.tsc.2010.11.002
Tamami, M., Santi, V. M., & Aziz, T. A. (2021). Pengembangan Buku Ajar Matematika dengan Pendekatan Contextual Teaching And Learning (CTL) pada Materi Statistika untuk Siswa Kelas XI SMK Bisnis dan Manajemen. International Journal of Progressive Mathematics Education, 1(3), 207–217. https://doi.org/10.22236/ijopme.v1i3.7620
Tamami, M., Santi, V. M., & Aziz, T. A. (2023). Pengembangan Buku Ajar Matematika dengan Pendekatan Contextual Teaching And Learning (CTL) pada Materi Statistika untuk Siswa Kelas XI SMK Bisnis dan Manajemen. International Journal of Progressive Mathematics Education, 3(1), 24–34. https://doi.org/10.22236/ijopme.v3i1.7620
Umam, K., Nusantara, T., Parta, I. N., Hidayanto, E., & Mulyono, H. (2019). An application of flipped classroom in mathematics teacher education programme. International Journal of Interactive Mobile Technologies, 13(3). https://doi.org/10.3991/ijim.v13i03.10207
Winje, Ø., & Løndal, K. (2023). ‘Wow! is that a birch leaf? In the picture it looked totally different’: a pragmatist perspective on deep learning in Norwegian ‘uteskole.’ Education 3-13, 51(1), 142–155. https://doi.org/10.1080/03004279.2021.1955946
DOI: http://dx.doi.org/10.30659/kontinu.9.2.254-266
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Khoerul Umam
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons - Attribution-NonCommercial-ShareAlike 4.0 International License.
The Kontinu Journal is published by the Mathematics Education Study Program, Faculty of Teacher Training and Education (FKIP), Universitas Islam Sultan Agung (Unissula).
Contact us: GKB, 2nd Floor, FKIP Unissula, Jl. Raya Kaligawe Km.4, Terboyo Kulon, Genuk, Semarang 50112.
Email: jurnal.kontinu@unissula.ac.id