October 5, 2025International Journal of Mathematics and Sciences Education

Students lived experiences with technology in mathematics learning: a hermeneutic phenomenological study in Indonesian secondary education

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SASiti AnisaUniversitas Nahdlatul Wathan Mataram EGEvana GinashantikaUniversitas Nahdlatul Wathan Mataram SSSudirman SudirmanIndonesia Open University

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Implication

This hermeneutic phenomenological study reveals the dual role of technology in enhancing engagement and outcomes in mathematics learning among high school students, suggesting the need for equitable access.

Key Points

Technology enhances student engagement and academic performance in mathematics, yet can distract learners and lower intrinsic motivation.
Analysis involved open-ended and closed questionnaires from ten students, revealing themes such as conceptual understanding and learning accessibility.
Despite benefits, digital equity issues persist, limiting access for students with fewer technological resources.
The findings advocate for a complementary approach to integrate technology alongside traditional teaching methods for effective mathematics education.

Cite This Study

Anisa et al. (2025) studied this question.

synapsesocial.com/papers/68e2537cd6d66a53c247448e https://doi.org/10.59965/ijmsed.v3i1.180

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Students lived experiences with technology in mathematics learning: a hermeneutic phenomenological study in Indonesian secondary education

Discussion

Member takes

Implication

Key Points

Cite This Study

Students lived experiences with technology in mathematics learning: a hermeneutic phenomenological study in Indonesian secondary education

Discussion

Member takes

Implication

Key Points

Cite This Study

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