Tatag Yuli Eko Siswono, Agung Lukito, Hutkemri Zulnaidi, Dayat Hidayat, Sugi Hartono, Namirah Fatmanissa
The growing availability of technology provides opportunities that might benefit mathematics teaching and learning. For mathematics educators, the use of technology can serve as one form of instructional innovation. In addition, experts mention other innovation indicators in mathematics learning and teaching, including student-centered learning, using real contexts, student activeness in building concepts, focusing on problem-solving, student interaction, and encouraging student motivation or attitudes. This study aims to describe mathematics teachers’ skills in designing innovative technology-based mathematics learning. This descriptive-exploratory study used quantitative and qualitative approaches. Data was collected from 20 mathematics teachers of the Mathematics Education graduate program. Quantitative data were collected by questionnaires about the importance and some aspects of technology in mathematics learning. Qualitative data were obtained from lesson plan tasks that were analyzed with indicators of innovative mathematics learning and semi-structured interviews of two mathematics teachers. The Qualitative analysis uses interactive methods, consisting of data condensation, data display, and verification of findings. Based on the results of a preliminary questionnaire administered to the participants, 93.8% of students stated that applying technology in mathematics learning is necessary. However, 68.8% of students still use technology to match the results of assignments after being completed manually. In addition, 25% of students believed that using technology directly may hinder students’ conceptual understanding. An analysis of the students’ lesson plan tasks revealed variation in the types of technology used, including GeoGebra, Scratch, YouTube, and various online mathematics applications. Overall, the results show that students exhibit varying levels of skill in designing learning plans, with strengths in basic technology use, student-centered approaches, learning interaction, motivation, and character development, but with limited evidence of transformative pedagogical integration. © 2026, Sriwijaya University. All rights reserved.
Department of Mathematics Education, Universitas Negeri Surabaya, Surabaya, Indonesia; Department of Mathematics and Science Education, University Malaya, Kuala Lumpur, Malaysia
