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Technology-Assisted Inductive Learning: A Content Analysis of Prospective Mathematics Teachers' Lesson Plans

Technology-Assisted Inductive Learning: A Content Analysis of Prospective Mathematics Teachers' Lesson Plan

Edumatica : Jurnal Pendidikan Matematika · Vol. 15 No. 3 (2025) · hlm. 344–367

DOI
10.22437/edumatica.v15i3.47944
ISSN
2580-0779, 2088-2157
Terbit
2025-11-17
Penerbit
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Inggris

The shift in learning paradigm from passive to active requires prospective teachers to design meaningful learning experiences, one of which is through a technology-assisted inductive approach. This study aims to analyze the content of lesson plans developed by prospective mathematics teachers to implement technology-supported inductive learning. Using a qualitative content analysis method, this study involved 15 prospective mathematics teacher students from the State Islamic University of Salatiga who had taken courses related to lesson planning. The data sources for this study were lesson plan documents based on inductive learning, including Problem-Based Learning and Discovery Learning. Data were analyzed using thematic analysis to identify hidden patterns and themes. The results show that prospective teachers have integrated technology into each indicator of inductive learning, where the learning stages clearly begin from specific cases or problems to the generalization of concepts. This study contributes to providing an in-depth understanding of how prospective mathematics teachers translate inductive learning theory into lesson planning practices in the digital era, while also identifying aspects that need improvement in teacher training. Future research should investigate the relationship between the quality of lesson plan design and classroom teaching performance. Furthermore, comparative studies involving different technology platforms are needed to identify which tools best facilitate the conceptual discovery phase of inductive learning.

Bahasa Indonesia

The shift in learning paradigm from passive to active requires prospective teachers to be able to design meaningful learning experiences, one of which is through a technology-assisted inductive approach. This study aims to analyze the content of lesson plans designed by prospective mathematics teachers to implement technology-supported inductive learning. Using a qualitative method of content analysis, this study involved 15 prospective mathematics teacher students from the State Islamic University of Salatiga who had taken courses related to lesson planning. The data sources for this study were lesson plan documents based on inductive learning, including Problem-Based Learning and Discovery Learning. Data were analyzed using thematic analysis to identify hidden patterns and themes. The results show that prospective teachers have integrated technology into each indicator of inductive learning, where the learning stages clearly begin from specific cases or problems to generalization of concepts. This study contributes to providing an in-depth understanding of how prospective mathematics teachers translate inductive learning theory into lesson planning practices in the digital era, while also identifying aspects that need improvement in teacher training.

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  • State University of Semarang
  • Universitas Airlangga
  • State University of Gorontalo
  • Sunan Kalijaga State Islamic University Yogyakarta
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Kartono KartonoUniversitas Airlangga9
Wardono WardonoAfiliasi tidak diketahui7
Isti HidayahAfiliasi tidak diketahui7
Arief AgoestantoAfiliasi tidak diketahui6
Iwan JunaediState University of Semarang5
Scolastika MarianiState University of Semarang5
Rochmad RochmadAfiliasi tidak diketahui5
Sugiman SugimanAfiliasi tidak diketahui4
St. Budi WaluyaAfiliasi tidak diketahui4
Sugiyo SugiyoAfiliasi tidak diketahui3
Muhammad KhumaediAfiliasi tidak diketahui3
Emi PujiastutiState University of Semarang3
Amin SuyitnoAfiliasi tidak diketahui3
Mulyono MulyonoAfiliasi tidak diketahui3
Zaenuri ZaenuriState University of Semarang3
Isnarto IsnartoAfiliasi tidak diketahui3
Walid WalidState University of Semarang2
Hartutik HartutikAfiliasi tidak diketahui2
Matilda Stella PradnyaAfiliasi tidak diketahui2
Irene Nindita PradnyaAfiliasi tidak diketahui2
Samsudi SamsudiAfiliasi tidak diketahui2
Wahyu HardyantoAfiliasi tidak diketahui2
Mashuri MashuriAfiliasi tidak diketahui2
Muhammad KharisAfiliasi tidak diketahui2
Batul Fatin HendrianiAfiliasi tidak diketahui2
Ana RisdiantiAfiliasi tidak diketahui2
Taulia DamayantiState University of Gorontalo2
Moh. AminudinAfiliasi tidak diketahui2
Junarti JunartiAfiliasi tidak diketahui2
Mohammad AsikinAfiliasi tidak diketahui2
Nur Karomah DwidayatiAfiliasi tidak diketahui2
Raekha AzkaSunan Kalijaga State Islamic University Yogyakarta1
Vena AgustinaState University of Semarang1
Andarweni AstutiAfiliasi tidak diketahui1
Wachid NugrohoAfiliasi tidak diketahui1
Erni AydaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/edumatica/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Technology-Assisted Inductive Learning: A Content Analysis of Prospective Mathematics Teachers' Lesson Plans</dc:title>
	<dc:title xml:lang="id">Technology-Assisted Inductive Learning: A Content Analysis of Prospective Mathematics Teachers' Lesson Plan       </dc:title>
	<dc:creator xml:lang="en">Wulandari, Enika</dc:creator>
	<dc:creator xml:lang="en">Sukestiyarno, YL</dc:creator>
	<dc:creator xml:lang="en">Scholastika, Mariani</dc:creator>
	<dc:creator xml:lang="en">Masrukan, Masrukan</dc:creator>
	<dc:creator xml:lang="id">Wulandari, Enika</dc:creator>
	<dc:creator xml:lang="id">Sukestiyarno, YL</dc:creator>
	<dc:creator xml:lang="id">Scholastika, Mariani</dc:creator>
	<dc:creator xml:lang="id">Masrukan, Masrukan</dc:creator>
	<dc:subject xml:lang="en">inductive learning</dc:subject>
	<dc:subject xml:lang="en">innovation</dc:subject>
	<dc:subject xml:lang="en">lesson plan</dc:subject>
	<dc:subject xml:lang="en">prospective mathematics teachers</dc:subject>
	<dc:subject xml:lang="en">SDGs 4</dc:subject>
	<dc:subject xml:lang="id">Education</dc:subject>
	<dc:description xml:lang="en">The shift in learning paradigm from passive to active requires prospective teachers to design meaningful learning experiences, one of which is through a technology-assisted inductive approach. This study aims to analyze the content of lesson plans developed by prospective mathematics teachers to implement technology-supported inductive learning. Using a qualitative content analysis method, this study involved 15 prospective mathematics teacher students from the State Islamic University of Salatiga who had taken courses related to lesson planning. The data sources for this study were lesson plan documents based on inductive learning, including Problem-Based Learning and Discovery Learning. Data were analyzed using thematic analysis to identify hidden patterns and themes. The results show that prospective teachers have integrated technology into each indicator of inductive learning, where the learning stages clearly begin from specific cases or problems to the generalization of concepts. This study contributes to providing an in-depth understanding of how prospective mathematics teachers translate inductive learning theory into lesson planning practices in the digital era, while also identifying aspects that need improvement in teacher training. Future research should investigate the relationship between the quality of lesson plan design and classroom teaching performance. Furthermore, comparative studies involving different technology platforms are needed to identify which tools best facilitate the conceptual discovery phase of inductive learning.</dc:description>
	<dc:description xml:lang="id">The shift in learning paradigm from passive to active requires prospective teachers to be able to design meaningful learning experiences, one of which is through a technology-assisted inductive approach. This study aims to analyze the content of lesson plans designed by prospective mathematics teachers to implement technology-supported inductive learning. Using a qualitative method of content analysis, this study involved 15 prospective mathematics teacher students from the State Islamic University of Salatiga who had taken courses related to lesson planning. The data sources for this study were lesson plan documents based on inductive learning, including Problem-Based Learning and Discovery Learning. Data were analyzed using thematic analysis to identify hidden patterns and themes. The results show that prospective teachers have integrated technology into each indicator of inductive learning, where the learning stages clearly begin from specific cases or problems to generalization of concepts. This study contributes to providing an in-depth understanding of how prospective mathematics teachers translate inductive learning theory into lesson planning practices in the digital era, while also identifying aspects that need improvement in teacher training.</dc:description>
	<dc:publisher xml:lang="en">Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi</dc:publisher>
	<dc:date>2025-11-17</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/edumatica/article/view/47944</dc:identifier>
	<dc:identifier>10.22437/edumatica.v15i3.47944</dc:identifier>
	<dc:source xml:lang="en">Edumatica : Jurnal Pendidikan Matematika; Vol. 15 No. 3 (2025): Edumatica: Jurnal Pendidikan matematika (December 2025); 344-367</dc:source>
	<dc:source xml:lang="id">Edumatica : Jurnal Pendidikan Matematika; Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025); 344-367</dc:source>
	<dc:source>2580-0779</dc:source>
	<dc:source>2088-2157</dc:source>
	<dc:language>en</dc:language>
	<dc:language>id</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/edumatica/article/view/47944/22519</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Enika Wulandari, YL Sukestiyarno, Mariani Scholastika, Masrukan Masrukan</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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