Pre-service mathematics teachers’ perception on digital task design in online learning

Task design is a key factor in learning. In today’s online learning context, task design is integrated with technology called digital task design. The success of using digital task design is determined by the perception of it. The purpose of this study is to analyze the perception of pre-service mathematics teachers on digital task design used in analytic geometry and multivariable calculus courses. This study involved 72 pre-service mathematics teachers. Data were collected using a questionnaire with a Likert scale. Data were analyzed using descriptive statistics including mean, maximum-minimum score and standard deviation. The results show that the majority of pre-service mathematics teachers have a positive perception of digital task design in the high category. Positive perceptions with high categories appear in the domain of learning effectiveness, depth and breadth of material and enthusiasm in learning. However, pre-service mathematics teachers see that digital task design is a new burden for them in learning. The implication of this research is that the use of digital task design can be considered as an approach in learning mathematics.