Philosophical Dimensions of Mathematics Learning Problems among Pre-Service Teachers: An Instructional Needs Analysis for Curriculum Design

Erlyka Setyaningsih; Rima Ronika; Ardanafi Setya Difa

doi:10.61650/alj.v4i1.1088

Authors

Erlyka Setyaningsih Institut Studi Al-Quran & Ilmu Keislaman Sunan Pandanaran, Indonesia
Email : [email protected]
Rima Ronika Institut Studi Al-Quran & Ilmu Keislaman Sunan Pandanaran, Indonesia
Email : [email protected]
Ardanafi Setya Difa Institut Studi Al-Quran & Ilmu Keislaman Sunan Pandanaran, Indonesia
Email : [email protected]

https://doi.org/10.61650/alj.v4i1.1088

Keywords: Curriculum Design, Learning Needs Analysis, Mathematics Learning Problems, Philosophical Dimensions, Prospective Teachers

Abstract

In higher education, aligning professional disciplinary knowledge with instructional management requires a deep understanding of learners' foundational perceptions regarding the subject matter. This study aims to analyze mathematics learning problems faced by pre-service elementary school teachers (PGMI students) across ontological, epistemological, and axiological dimensions to provide a rigorous instructional needs analysis for pedagogical design. Utilizing a descriptive quantitative approach, data were gathered using a validated and reliable 30-item questionnaire covering these three philosophical dimensions. The descriptive statistical analysis revealed that most students experienced learning problems in the low-to-moderate categories. Crucially, the axiological dimension emerged as the primary source of difficulties (mean = 27.2), followed by the epistemological dimension (mean = 26.3), while the ontological dimension presented the lowest severity (mean = 25.6). These findings indicate that while pre-service teachers possess a baseline understanding of the nature of mathematics, they face significant hurdles in identifying its practical values and utility, leading to procedural rather than conceptual learning. Consequently, this study underscores the necessity for instructional designers and educators to restructure higher education mathematics curricula by embedding meaningful, context-driven, and philosophically integrated instructional management strategies to overcome these instructional barriers

Author Biographies

Rima Ronika, Institut Studi Al-Quran & Ilmu Keislaman Sunan Pandanaran, Indonesia

Filsafat

Ardanafi Setya Difa, Institut Studi Al-Quran & Ilmu Keislaman Sunan Pandanaran, Indonesia

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