Elok Fariha Sari, Yl Sukestiyarno, Wiwi Isnaeni, Sarwi
Readiness to teach mathematics is a crucial aspect for prospective elementary school teachers. This study aims to describe the perceptions of Elementary School Teacher Education students regarding their readiness to teach mathematics in elementary schools. Student perceptions were examined through knowledge readiness, skills readiness, attitude readiness, and professional readiness. A total of 160 Elementary School Teacher Education students participated as respondents in a survey using a Likert-based questionnaire, supported by in-depth interviews to strengthen the qualitative analysis. Quantitative data were analyzed descriptively by calculating the percentage of respondents' choices for each indicator, while qualitative data were used to enrich the interpretation of the survey results. The study findings indicate that students generally fall into the category of ready to very ready to teach mathematics in elementary schools. In terms of knowledge, students understand basic mathematical concepts and can relate them to everyday life, although some still experience difficulties in selecting appropriate learning strategies and developing assessment instruments. In terms of skills, the majority of students are able to use media, technology, and a variety of learning methods, but still need to improve their abilities in classroom management and designing Lesson Plans. In terms of attitude and professional readiness, the performance trended very positively, particularly in terms of motivation, openness to criticism, reflective commitment, and professional collaboration. However, despite this generally positive readiness, notable gaps remain, particularly in lesson planning, classroom management, and the selection of learning strategies that align with students’ characteristics. The research findings also recommend the development of innovative learning models that specifically support the improvement of elementary school teacher education students' mathematical knowledge for teaching, so they are better prepared to face the complexities of teaching mathematics in elementary school. © 2026, Malque Publishing. All rights reserved.
Universitas Negeri Semarang, Semarang, Indonesia
