Pilot Data of Instrument Validation for Factor Affecting Indonesian Preservice Mathematics Teachers' Technology Integration

The dataset is a pilot study data as part of instrument validation for determining the factors of Mathematics-Technological Pedagogical Content Knowledge (Math-TPACK), Beliefs in Digital Mathematics Learning Media (DMLM), and Beliefs in online learning (OL) had a significant influence on Indonesian PSMTs' use of DMLM (UDMLM) in online teaching practices. In theory, yes. Schmidt et al. [1] defines TPACK as a useful framework for thinking about what knowledge teachers must have to integrate TPACK as a framework for measuring teaching knowledge may have an impact on the type of training and professional development experiences designed for both pre-service and in-service teachers. As a result, Math-TPACK can be defined as a TPACK framework based on mathematical knowledge and mathematical software. The TPACK framework is made up of three types of knowledge: technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). In addition, TPACK also consists of a combination of the three basic knowledge, namely pedagogical-content knowledge (PCK), technological-content knowledge (TCK), technological-pedagogical knowledge (TPK), and technological-pedagogical-content knowledge (TPACK). Beliefs in DMLM and Beliefs in OL were also examined using the Theory of Planned Behavior (TPB). TPB was first introduced by Ajzen in 1980 as an academic framework aimed at understanding someone's belief in things, objects, or ways [2]. TPB is made up of three basic components: attitude (AT), which is a factor that motivates someone to do something; subjective norm (SN), which is associated with how other influential and important people accept and understand the specific behaviors that are suggested to be performed; and perceived behavioral control (PBC), which is a set that deals with the presence or absence of necessary resources and opportunities. AT refers to factors that influence PSMTs' views on DMLM in the context of beliefs on DMLM. Next, SN discusses how the environment around PSMTs helps them integrate DMLM during teaching practice. Finally, PBC refers to the condition in which PSMTs have complete control over their desire to use DMLM. In the context of online learning beliefs, AT refers to factors that influence PSMTs to use online learning mode. Furthermore, the SN component refers to how the PMSTs' surroundings assist them in using the online learning model. Finally, the PBC component refers to how PSMTs can exercise complete control over their desire