Soma Salim, Susalti Nur Arsyad, Tismi Dipalaya, Andi Citra Pratiwi, Abdurrachman Rahim, Rezky Ramadhan, Ahmad Swandi
Pre-service teachers in primary education programs often exhibit diverse preferences in instructional approaches-some favor collaborative learning, others benefit more from competitive environments. This study investigates their perceptions of collaborative, competitive, and hybrid (mixed) learning methods during a compulsory mathematics education course. A total of 59 students participated, with 58 experiencing both collaborative and competitive learning, and 57 participating in the hybrid approach. Mathematics tasks were completed using each method. Data were collected through Likert-scale questionnaires to assess perceived effectiveness and through open-ended responses to capture qualitative insights. The findings indicate that most students (36 out of 58) considered collaborative learning highly effective due to the opportunity to share ideas and receive peer support. Competitive learning was seen to enhance quick thinking and motivation, though some students struggled with conceptual understanding. Reactions to the hybrid method were more varied; students appreciated the collaborative aspects but found the competitive pressure challenging. These findings highlight the importance of inclusive and adaptive instructional strategies in mathematics education for future primary teachers, aligning with the goals of innovation and pedagogical relevance in teacher preparation. © 2026 Author(s)
Faculty of Education and Letter, Bosowa University, Indonesia; Faculty of Mathematics and Natural Science, Makassar State University, Indonesia; Postgraduate Program, Makassar State University, Indonesia
