Abstract
Understanding the concept is one of the main goals in learning mathematics. Teachers as the main pillar in the implementation of learning can use various ways and methods to analyze the extent to which students understand the mathematical concepts being taught. One way that can be used by teachers to observe students' understanding is through a concept map. This study was a qualitative study with the purpose of describing students' understanding on mathematical concepts by using a concept map. The subjects of this study were three students who were selected based on differences in mathematical ability. Students were asked to develop a concept map according to their understanding of the material on mathematical functions. The results show that concept maps can show the level of students' understanding on mathematical concepts based on the number of relationships formed (map complexity). Students with high mathematical abilities can form a fairly complex concept map by showing the relationship of each given concept. On the other hand, students with low mathematical abilities have not been able to show the relationship between the concepts given yet. Keywords: Understanding, Mathematical Concepts, Concept Maps
Highlights
The world of education is closely related to the learning process
Rote learning tends to be temporary because information is stored in short-term memory, whereas learning with understanding relates to the storage of information in long-term memory
Concept maps can be used as an effective tool to assess students’ understanding of the concepts they have learned. This can be seen from the analysis of concept maps of students with different mathematical abilities
Summary
The world of education is closely related to the learning process. The main purpose of this learning process is to make students understand the materials being taught. Students' understanding of a concept can be assessed through various ways. Concept maps are effective instruments for assessing conceptual understanding in education Some experts argue that the concept map analysis technique created by Novak was still focusing on scoring This can make teachers skip important information related to students’ conceptual understanding (Kimchin et al, 2000; Kastberg, 2002; Ruiz-Primo & Shavelson, 1996; Liu & Hinchey, 1996). Haiyue & Wong (2008) stated in his research that concept maps are useful sources of information for assessing students’ understanding of mathematical concepts. Understanding of mathematical concepts is closely related to students’ mathematical skills. The main problems of students in understanding a concept can be identified and the problems faced by any levels of students’ mathematical skills can be overcome
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