Ade Gusti Ningsih, Firmansyah, Amran, Nadhira Fasya Salsabila
This study explores the intersection between STEM pedagogy and technology-enhanced learning (TEL) within the context of digital transformation in Indonesian primary mathematics education. Employing a quantitative descriptive survey design, the research integrates a survey of 340 in-service teachers enrolled in the Professional Teacher Education Program with an analytical framework grounded in digital transformation theory and the Technology Acceptance Model (TAM). Descriptive results indicate that teachers demonstrate high theoretical perceptions of STEM but moderate levels of classroom implementation, reflecting a gap between awareness and practice. Conceptually, the study argues that digital readiness and institutional support are key drivers of sustainable TEL-based STEM implementation. The proposed framework aligns STEM integration with digital pedagogical competencies and technological infrastructure, contributing to the broader discourse on transforming mathematics education in developing contexts. © 2025 IEEE.
Universitas Negeri Yogyakarta, Department of Primary Education, Yogyakarta, Indonesia; Universitas Negeri Yogyakarta, Department of Sports Science, Yogyakarta, Indonesia; Universitas Negeri, Department of Technology Education, Yogyakarta, Indonesia
