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SYNERGY DEEP LEARNING AND REALISTIC MATHEMATICS EDUCATION: AN INNOVATIVE STRENGTHENING OF TECHNOLOGICAL PEDAGOGICAL COMPETENCE FOR PRE-SERVICE MATHEMATICS TEACHER

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 10 No. 5 (2026) · pp. 2595–2610

DOI
10.22437/jiituj.v10i5.57956
ISSN
2580-2259, 2580-2240
Published
2026-10-31
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

This study examines the effectiveness of integrating Deep Learning (DL) and Realistic Mathematics Education (RME) in strengthening the Technological Pedagogical Content Knowledge (TPACK) of pre-service mathematics teachers. The study employed a sequential explanatory mixed-methods design. The quantitative phase involved 27 undergraduate students in the Mathematics Education program at Universitas Muslim Nusantara Al-Washliyah, who completed TPACK pre-tests and post-tests. The qualitative phase included in-depth interviews with 12 selected participants to explore their learning experiences and explain the quantitative findings. We analyzed quantitative data using descriptive statistics and paired-samples t-tests, and used interview findings to contextualize the observed score changes. The quantitative results showed improvements across all three measured outcomes. The mean overall TPACK score increased from 3.244 to 4.189, with a paired-samples t-test result of t(26) = 96.91, p <.001. The TPCK mean increased from 3.033 to 4.244, t(26) = 57.95, p <.001, the largest increase of 1.211. The TPK mean increased from 3.181 to 4.122, t(26) = 38.23, p <.001. Qualitative findings indicated that participants perceived digital tools as helpful in supporting mathematical modeling, organizing RME learning activities, facilitating discussion and reflection, and connecting mathematical contexts with formal representations. The study contributes empirical evidence on the potential of integrating technology-supported learning activities with RME to strengthen the technological and pedagogical dimensions of mathematics teacher education.

Keywords

Collaboration network of the authors

20 authors · 50 co-authorship links · 20 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Muslim Nusantara Al Washliyah
  • Universitas Nurul Jadid
  • Sultan Zainal Abidin University
  • Sultan Sharif Ali Islamic University
  • Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan
  • Indonesia Open University
  • Universitas Islam Negeri Sumatera Utara
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Sofia SofiaUniversitas Nurul Jadid1
Abdullah AbdullahUniversitas Nurul Jadid1
Asnarni LubisUniversitas Muslim Nusantara Al Washliyah1
Nazriani LubisUniversitas Muslim Nusantara Al Washliyah1
Muhammad FerbriansyahAffiliation unknown1
Hafini MahmudSultan Sharif Ali Islamic University1
Devi MathelineaAffiliation unknown1
Abdul MujibUniversitas Muslim Nusantara Al Washliyah1
Rama Nida SiregarUniversitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan1
Annisa Fadhillah Putri SiregarUniversitas Muslim Nusantara Al Washliyah1
Dedy Juliandri PanjaitanUniversitas Muslim Nusantara Al Washliyah1
Andy SaptaIndonesia Open University1
Rima ApriliaUniversitas Islam Negeri Sumatera Utara1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">SYNERGY DEEP LEARNING AND REALISTIC MATHEMATICS EDUCATION: AN INNOVATIVE STRENGTHENING OF TECHNOLOGICAL PEDAGOGICAL COMPETENCE FOR PRE-SERVICE MATHEMATICS TEACHER</dc:title>
	<dc:creator xml:lang="en">Sari, Dwi Novita</dc:creator>
	<dc:creator xml:lang="en">Firmansyah, Firmansyah</dc:creator>
	<dc:creator xml:lang="en">Embong, Rahimah</dc:creator>
	<dc:creator xml:lang="en">Nurmairina, Nurmairina</dc:creator>
	<dc:creator xml:lang="en">Siregar, Nurhafni</dc:creator>
	<dc:creator xml:lang="en">Hasanah, Hasanah</dc:creator>
	<dc:creator xml:lang="en">Nasution, Cindy Fadillah</dc:creator>
	<dc:subject xml:lang="en">Deep Learning</dc:subject>
	<dc:subject xml:lang="en">Mixed-Methods</dc:subject>
	<dc:subject xml:lang="en">RME</dc:subject>
	<dc:subject xml:lang="en">Technological Pedagogical Content Knowledge (TPACK)</dc:subject>
	<dc:subject xml:lang="en">Pre-Service Mathematics Teachers</dc:subject>
	<dc:description xml:lang="en">This study examines the effectiveness of integrating Deep Learning (DL) and Realistic Mathematics Education (RME) in strengthening the Technological Pedagogical Content Knowledge (TPACK) of pre-service mathematics teachers. The study employed a sequential explanatory mixed-methods design. The quantitative phase involved 27 undergraduate students in the Mathematics Education program at Universitas Muslim Nusantara Al-Washliyah, who completed TPACK pre-tests and post-tests. The qualitative phase included in-depth interviews with 12 selected participants to explore their learning experiences and explain the quantitative findings. We analyzed quantitative data using descriptive statistics and paired-samples t-tests, and used interview findings to contextualize the observed score changes. The quantitative results showed improvements across all three measured outcomes. The mean overall TPACK score increased from 3.244 to 4.189, with a paired-samples t-test result of t(26) = 96.91, p &amp;lt; .001. The TPCK mean increased from 3.033 to 4.244, t(26) = 57.95, p &amp;lt; .001, the largest increase of 1.211. The TPK mean increased from 3.181 to 4.122, t(26) = 38.23, p &amp;lt; .001. Qualitative findings indicated that participants perceived digital tools as helpful in supporting mathematical modeling, organizing RME learning activities, facilitating discussion and reflection, and connecting mathematical contexts with formal representations. The study contributes empirical evidence on the potential of integrating technology-supported learning activities with RME to strengthen the technological and pedagogical dimensions of mathematics teacher education.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2026-10-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/57956</dc:identifier>
	<dc:identifier>10.22437/jiituj.v10i5.57956</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 10 No. 5 (2026): Volume 10, Nomor 5, October 2026; 2595-2610</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:source>10.22437/jiituj.v10i5</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/57956/25985</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Dwi Novita Sari</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>