Middle School Teachers’ Professionalism, Beliefs, and Attitudes on Technology Integration: Implementing Scratch in Coding-Based Mathematics Learning

Abstract

This study addresses the challenge of limited teacher readiness in integrating digital technology into mathematics instruction, particularly through coding-based learning media. It focuses on teacher professionalism by examining their attitudes and beliefs toward the use of Scratch as a tool for developing interactive and contextual mathematics teaching materials. A survey design was employed with twenty junior high school teachers in Bukittinggi City who had previously participated in intensive training on the development of Scratch-based materials. Data were collected using questionnaires, structured interviews, and classroom observations, which served as the main research instruments. The findings reveal that 92% of teachers hold positive beliefs about the integration of digital culture–based technology through Scratch, and 88% perceive it as beneficial for students’ learning. Furthermore, 89% of teachers showed strong engagement and active participation throughout the activities. These results highlight the potential of Scratch to strengthen teachers’ technological pedagogical competence, provide students with more engaging learning experiences, and offer valuable insights for further research on technology-enhanced mathematics education.