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Vol.15, No.2, May 2026. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
HOTS Task Design Construction Obstacles Based on Prospective Teachers’ Perceptions: A Case Study on Numeracy
Cholis Sa’dijah, Lathiful Anwar, Anita Dewi Utami, Vivi Suwanti, Abdul Halim Abdullah, Irma Rachmah Hidayah
© 2026 Cholis Sa’dijah, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 15, Issue 2, Pages 1646-1657, ISSN 2217-8309, DOI: 10.18421/TEM152-58, May 2026.
Received: 19 June 2025.
Abstract:
Numeracy is a form of Higher Order Thinking Skills (HOTS) that is currently given much attention in the world of education, especially mathematics education. The ability of prospective teachers in numeracy task design is important as a professional skill. However, some studies show that there are deviations in the perception of numeracy in prospective teachers. This study aims to explore the epistemological obstacles of numeracy task design construction experienced by prospective teachers based on their numeracy perception. This study used a qualitative approach with an explorative method. The subjects of this study were 6 prospective mathematics teachers. The research instruments used include task design forms, perception interview guidelines, and field notes. Based on the results of the study, it is known that prospective teachers with limited perception based on the verbal meaning of numeracy tend to experience obstacles in constraining the initial idea generation. Meanwhile, prospective teachers with a broad perception of numeracy meaning tend to experience obstacles in deviating from their final verification of mathematical content in numeracy tasks. By knowing the obstacles of prospective teachers in the numeracy task design, results of this study contribute to mathematics teacher education development.
Keywords – Task design, numeracy, prospective teacher, obstacles. |
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