Understanding Of Mathematical Concepts Research Articles

Increasing Students' Activity and Understanding of Concepts in Mathematics Learning Using Lesson Study-Based PBL

This research is motivated by the lack of student learning activity that affects the understanding of student concepts in mathematics learning in class XI F 4.2 SMA Veteran 1 Sukoharjo. The importance of student activity in learning needs to be done so that learning becomes interesting and students have the curiosity to learn more deeply related to the knowledge taught by the teacher, in addition, understanding the concept is one of the important factors that supports student activity in the learning process. This study aims to improve the activity and understanding of student concepts in mathematics learning using PBL based on lesson study. The subjects in this study were 27 students of class XI F4.2 majoring in social sciences. The study results showed that using the PBL learning model based on lesson study can improve the activity and understanding of student concepts in learning. Based on the study's results, the percentage of student activity increased from pre-cycle 15% and cycle 1 by 59% then cycle 2 by 100%. This is the same as the increase in student's conceptual understanding from the pre-cycle stage with a percentage of 37%, then cycle 1 by 59% to cycle 2 by 100%, so it can be concluded that using the lesson study-based PBL learning model can increase students' activeness and conceptual understanding.

DEVELOPMENT OF TEACHING MATERIALS BASED ON REALISTIC ALGEBRA AND MEASUREMENT MATERIALS

Students' understanding of mathematical concepts still needs to improve. This problem will spread to other subjects because mathematics is necessary for solving various problems. This research aims to determine the product development process for realistic teaching materials for mathematics, algebra material, and measurement and the feasibility of product development according to expert assessments and responses from potential users. This research is an RND with a 4-D development model which includes Define, Design, Develop, and Disseminate. The resulting product validator comprises three media, material, and discussion experts. Practitioner response testing was conducted on two 5th-grade teachers at Elementary School (SD) Muhammadiyah Sukonandi 2. The subjects for product testing were 5th-grade students at Elementary School (SD) Muhammadiyah Sukonandi 2. The instruments used in this research were questionnaires in the form of validation questionnaires, practitioner response questionnaires, and potential user responses. The assessment results from media experts scored 4.75 in the very good category, material experts scored 4.75 in the very good category, and language experts scored an average of 4.55 in the very good category. Practitioner response tests and user responses received very good responses.

Upaya Meningkatkan Pemahaman Konsep Matematika Siswa Melalui Penerapan Model CORE di MA NW Putra Narmada Tahun Pelajaran 2023/2024

This study was conducted as an effort to enhance students' understanding of mathematical concepts through the application of the CORE (Connecting, Organizing, Reflecting, Extending) model at MA NW Putra Narmada, West Lombok Regency. This research is a Classroom Action Research (CAR) carried out in two cycles with stages of planning, implementation, observation, and reflection. The subjects of this research are 34 students from the 10th grade at MA NW Putra Narmada. The research instruments used are observation sheets and test sheets. The data collection techniques employed are testing and observation. The data analysis techniques used are both quantitative and qualitative data analysis. The results of this study indicate an improvement in the understanding of mathematical concepts among the 10th grade students of MA NW Putra Narmada after applying the CORE learning model. Test results show an increase in students' understanding of mathematical concepts in cycle I to 57% with a sufficient category, while in cycle II, it increased to 95.00% with an excellent category. Observation results show 68% in cycle I with a good category and 96.00% in cycle II with an excellent category.

Improving Mathematical Understanding Ability Using Tournament Learning with the Help of Panta Media

Students' understanding of mathematical concepts is still relatively low, especially in data material. One of them is caused by the learning process which is still student-centered. So this research aims to find out how to increase student's ability to understand mathematical concepts using tournament-based learning with the help of panta media. This type of research is quasi-experimental with a nonequivalent control group research design. The population used was class V students in North Sumedang District with research samples from class V at SDN Sindang II as the experimental class and SDN Jatihurip as the control class. The instrument used is a test of the ability to understand mathematical concepts with description questions. The analysis technique in this research is the mean difference test (paired sample t-test and independent sample t-test) which has been tested for normality and homogeneity. To determine the increase in students' mathematical abilities, the N-Gain test was carried out. The two classes were given different treatments, namely the experimental class with tournament-based learning assisted by panta media and the control class with conventional learning. The increase in students' ability to understand mathematical concepts can be seen from the average N-Gain results in the experimental class of 0.6500 in the moderate improvement category and in the control class of 0.2591 which is classified as low improvement. The two classes have significant differences in their ability to understand mathematical concepts. It was concluded that tournament-based learning with the help of panta media can improve students' understanding of mathematical concepts.

PENINGKATAN PEMAHAMAN PENJUMLAHAN DENGAN TEKNIK MENYIMPAN MENGGUNAKAN ALAT PERAGA DI KELAS II SD NEGERI 218/LIMBUR BARU

ABSTRACT The research problem is the lack of understanding of the material for calculating sequential additions. The aim of this research is to improve understanding of compound addition material by storing techniques through the use of number value racks. Class II students at SD Negeri 218 Limbur who have mild intellectual disabilities will benefit from a better understanding of the concept of multilevel addition operations. This type of research is called Classroom Action Research (PTK). This research was carried out in two cycles, each cycle being carried out in three meetings. Each cycle has four interrelated phases: observation, reflection, action implementation, planning phase, and reflection. The research subjects were four students of SD Negeri 218 Limbur class II. Data was collected through test and observation methods. Quantitative analysis was carried out on the data, and a table was presented showing student learning outcomes. Based on the results of research conducted in cycle I and cycle II, the results of data analysis and reflection show that cycle I research has not met the expected indicators of success, namely better understanding of mathematical concepts because it shows learning outcomes and students' abilities in understanding and carrying out sequential addition operations. using the saving technique, then the average result in cycle II was 62.5%. By using the saving technique, students were able to understand the concept of sequential addition, which not only achieved the desired goal but also improved. This shows that the use of the number value rack display tool can improve students' understanding of the addition material using storing techniques. Keywords : stacked addition, rack of number values.

PENGGUNAAN MEDIA SOFTWARE GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMA

Mathematical representation ability is an important ability in understanding mathematical concepts as an effort to obtain clarity of meaning and understanding in solving problems. Technology-based learning media can simplify the learning process thereby helping students in representing mathematical problems. This research aims to determine the increase in students' mathematical representation abilities using Geogebra software. This research is quantitative research with a quasi-experimental type. The population is students of class XI MIPA at SMA Negeri 1 Lhoong Aceh Besar for the 2023/2024 academic year consisting of 2 classes totaling 60 people. There are 30 people in Class XI MIPA 1 as an experimental class with the Geogebra software learning media, and 30 people in XI MIPA 2 as a control class without the Geogebra program learning media. The data collection technique in this research is using Pretest and Posttest. Meanwhile, the data analysis techniques used in this research are descriptive statistical analysis and inferential statistical analysis. The results of the research showed that there was an increase in students' mathematical representation abilities who were taught using Geogebra software media in class XI MIPA students at SMA Negeri 1 Lhoong. Most students answered the questions according to indicators of mathematical representation ability in the form of visual, symbolic and verbal representations.

Affectivity in mathematics teaching: using playfulness to combat resistance to new practices in the context of basic education

This article investigates the effectiveness of playful approaches and affectivity in teaching mathematics in basic education. The goal is to analyze how these methodologies can overcome resistance to new pedagogical practices and improve engagement and understanding of mathematical concepts. A literature review and practical experience report demonstrate that playful activities, such as games and challenges, increase student interest, facilitate the understanding of abstract concepts, and develop socio-emotional skills. Affectivity, by creating an emotionally safe environment, reduces math anxiety and promotes a positive attitude. It is concluded that combining playful elements with an affective approach transforms the teaching-learning experience, making mathematics more accessible. Therefore, it is essential to invest in continuous training, school infrastructure, and educational policies that encourage pedagogical innovation.

Meningkatkan Pemahaman Konsep Matematika Siswa Sekolah Dasar Dalam Operasi Bilangan Bulat Menggunakan Media Koin Bermuatan

The low results of daily tests on mathematics subjects regarding integer arithmetic operations indicate a lack of mastery of the material. This research aims to increase elementary school students' understanding of integer counting operations through the use of charged coins. Charged coin media uses capsule coins with positive and negative charges attached to cardboard, which is designed to help students understand the concept of integer counting operations. The research method used is a literature review where researchers use journals contained in GoogleSchool which were published in 2015-2023. Based on this research, the results showed that the use of charged coin media is very appropriate for increasing students' understanding of mathematical concepts in whole number operations.

Augmented Reality Learning Media with a Problem-Based Learning Model to Enhance the Students' Comprehension on Mathematical Concepts

The aim of this research is to develop augmented reality learning media with a problem-based learning model and analyze the feasibility, practicality, and effectiveness of augmented reality learning media with a problem-based learning model in improving students' understanding of mathematical concepts. This research uses the research and development method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The sampling technique used is a random assignment, namely random sampling, where the experimental and control groups are chosen randomly from a lottery. The first lottery that came out was used as the experimental class, and the second lottery was used as the control class. Data collection techniques in this research used interview techniques, questionnaires, and tests. The results show (1) augmented reality learning media with a problem-based learning model is suitable for use, (2) augmented reality learning media is very practical to use, (3) understanding of mathematical concepts of students who receive learning with augmented reality media is better than students with conventional learning, and there are significant differences. (4) The augmented reality-based learning media developed is effective in use. The findings imply that the augmented reality learning media with a problem-based learning model can be an alternative and innovative media in assisting the student’s comprehension on mathematical concepts

The Structure of Students’ Mathematical Errors in Solving Calculus Problems Based on Cognitive Style

The understanding mathematical concept is an error that often occurs in classroom learning among students when solving mathematical problems. The most difficult part for students is solving problems, because it requires numeracy skills, high concept mastery, as well as the ability to use good language, and so on so that students don’t make any more mistakes when working on math problems. Student errors in solving mathematics problems are (1) errors in connecting concepts, (2) errors in operations and (3) errors in constructing concepts. The problem is what is the structure of students’ mathematical misconceptions in solving mathematical problems based on cognitive style. The method in this research, namely an exploratory descriptive approach, aims to determine the structure of students’ errors based on cognitive style in solving mathematical problems. Analysis of research data, namely: (1) Data reduction, (2) Data exposure, (3) data triangulation and (4) drawing conclusions. The cognitive styles referred to are field dependent and independent. The conclusions are (1) the structure of conceptual errors with an applied field dependent cognitive style begins with disequilibrating, then solving by linking applicable concepts, and (2) the structure of conceptual errors with a field independent cognitive style begins with disequilibrating, then solving using analyse.

Integration of Augmented Reality and Modeling Techniques in Dynamic Systems for Teaching Theorems and Demonstrations in University Mathematics Courses: A Differential Equations-Based Approach and Its Applications.

Teaching theorems and proofs in mathematics at the university level poses a considerable challenge due to their high abstraction and conceptual complexity. Augmented reality (AR) emerges as an innovative tool that transforms learning by facilitating the visualization and understanding of complex mathematical concepts, particularly in the realm of differential equations, which are fundamental for modeling dynamic systems. This technology allows students to interact with three-dimensional representations, enhancing their comprehension and analytical skills by visualizing the effects and solutions of equations in real time. Despite technological advancements in education, traditional teaching methods remain static and abstract, limiting the assimilation of concepts. The research employed a quantitative approach and a documentary methodology to analyze the effectiveness of integrating AR and modeling techniques, providing data that evidences their positive impact on academic performance. A thorough review of relevant literature was conducted, consolidating a theoretical framework that highlights the importance of these emerging technologies. The findings suggest that implementing AR in the classroom not only improves knowledge retention but also enriches the discussion on mathematics education in higher education.

Analisis Pemahaman Konsep Matematika Kelas X AKL SMKS SEMESTA Depok pada Materi Logaritma

Concept mastery is the level of learning outcomes where students can explain or define lesson concepts using their own sentences or parts of them. This research approach uses a qualitative descriptive method. Qualitative research is about describing the meaning of data or phenomena that can be captured by researchers, by showing evidence. The meaning of this phenomenon depends a lot on the researcher's ability and sharpness in analyzing (Abdussamad, 2021: 30-31). The results obtained from this research come from documentation data. From the documentation data, 24 students will analyze the understanding of mathematical concepts in class X AKL SMKS SEMESTA, Depok. The results per category can be concluded that there are 15 respondents or 64% of students who have a high level of ability to understand mathematical concepts in logarithm material with high criteria, then there are 7 respondents or 29% of students who have a level of ability to understand mathematical concepts of logarithm material with medium criteria, and there are 2 respondents or 8% of students who have a low level of ability to understand mathematical concepts regarding logarithm material..

Teaching strategies based on augmented reality for the understanding of theorems and proofs in mathematics courses for higher education students

The object of this study is to explore how teaching strategies based on increased reality can improve the understanding of theories and demonstrations in mathematics courses for higher education students. Realized an exhaustive revision of the academic literature relative to the use of the increased reality in the teaching of mathematics. We identify and analyze studies that investigate the impact of reality increased in the understanding of abstract mathematical concepts, as well as in the motivation and compromise of students. In addition, we will examine specific applications of increased reality used in educational contexts to teach theorems and demonstrations. The results reveal that the teaching strategies are based in reality and offer many benefits for the understanding of theorems and demonstrations in mathematics courses for higher education students. These benefits include improved visualization of abstract concepts, greater interaction and active participation, adaptability to the individual needs of students, immediate feedback and greater motivation and compromise. In combination, these results suggest that the increased reality has the potential to significantly transform the form into which one teaches and learns the mathematical concepts in higher education institutions.

PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA

The low understanding of learning concepts among students in mathematics learning is caused by various factors, one of which is the lack of use of instructional media resulting in students being more passive. The purpose of this study is to explore the effects of implementing a learning model on students' understanding of mathematical concepts. The research method used is a quantitative approach with a one-group pre-test-post-test experimental design. The study population consists of all eighth-grade students at Anda Luri Catholic Junior High School, divided into four classes: VIII A (29 students), VIII B (30 students), VIII C (30 students), and VIII D (29 students). The subjects of this study are students from VIII C who underwent treatment using the instructional model. The research instrument used is a written test consisting of five essay questions. To evaluate the impact of the instructional model, an independent t-test was conducted. The analysis of the results shows a significant difference, thus supporting the alternative hypothesis while rejecting the null hypothesis. Therefore, it can be concluded that the use of the instructional model has a significant impact on the understanding of mathematical concepts among eighth-grade students, especially in the topic of systems of linear equations with two variables.

Evaluating Instructional Package for Teaching Mathematics for the Hearing-impaired Students

This study evaluated a package for teaching algebra with sign language video to students with hearing difficulties within Oyo State, Nigeria. Seventy-four participants, comprising 37 males and 37 females, were involved in the pre-test-post-test design to assess the effectiveness of such a package. At the Federal College of Education (Special), Oyo, the reliability test returned an alpha value of 0.812 and 0.670, in which items used had very strong internal consistency among 26 hearing-impaired Economics students. The collection of data was done in three different stages: initial collation of resources, conducting a pre-test, and subsequently after six weeks, a post-test evaluation. The results show that the package strongly improved students' performances, with females doing better than males, as was confirmed by a statistically significant p-value (<0.05). It becomes obvious that the video package efficiently enriches comprehension in algebra and thus supports individual learning among students to help them be able to solve problems on their own. The findings suggest the special role that visual aids can play in the education of students with special needs. The results further suggest that video packages can be considered surrogate teachers that inculcate positive attitudes toward learning among hearing-impaired students. As an instructional strategy, this should, when implemented, lead to improved students' profile performance and a better understanding of mathematical concepts among Nigerian Colleges of Education.

EXPLORING CREATIVE THINKING SKILL

This study aims to describe students' abilities with visual-spatial and logical-mathematical intelligence in solving contextual mathematical problems. This qualitative research involved two eighth-grade students from a junior high school, each with a background in logical-mathematical and visual-spatial intelligence. The task consisted of two questions that asked students to create two park designs and two alternative payment methods for the "Suroboyo Bus." These findings show both subjects’ complete fluency and flexibility indicators in creative thinking. Subjects exhibit the ability to generate diverse solution pathways and apply various problem-solving strategies. Furthermore, the creative thinking skills displayed by the subject contribute to their comprehensive understanding of mathematical concepts and foster deeper engagement with the subject. The analysis results show that students with logical-mathematical intelligence were able to solve the problems well and came up with various alternative answers that other students did not consider. Students with visual-spatial intelligence were able to solve the problems successfully but did not find ideas to search for alternative answers beyond what was already presented. These findings indicate that both students with visual-spatial and logical-mathematical intelligence were capable of solving the given contextual problems, although there is still room for improvement

Identifying the Mathematical Concept Understanding Ability of Junior High School Students in Learning Linear Function Material

Understanding mathematical and mathematical concepts is one of my fundamental abilities. Therefore, it is necessary to teach mathematics by emphasizing concept understanding so that students are trained to solve problems with the concepts they understand appropriately. This study aims to analyze the knowledge of mathematical concepts of students at junior high school level grade VIII on linear function material. This research is qualitative research with a descriptive method. The research subjects were VIII grade students, as many as 33 students. Data collection through two description questions was then analyzed according to the ability of high, medium, and low student categories. Furthermore, direct interviews were conducted to obtain more in-depth information about students' understanding of mathematical concepts. The results showed that 39.39% of students had high-category mathematical concept understanding ability (ST), 6.06% of students in the medium category (SS), and 54.55% of students in the low category (SR). ST fulfills all indicators with the correct answer, and SS fulfills all indicators, but the answers produced could be more precise. SR cannot apply concepts, so it only fulfills some indicators, which results in errors in solving problems.

ANALISIS PEMAHAMAN KONSEP MATEMATIS DALAM MENYELESAIKAN SOAL PADA MATERI TEOREMA PYTHAGORAS SMP KELAS VII

This research is descriptive research with a quantitative approach to analyze students' conceptual understanding of the Pythagorean Theorem material for class VII. The population in this study was class VII students at SMP Negeri 1 Sedayu for the 2023/2024 academic year, and this research consisted of 32 sample students from class VII F. The data collection techniques used in this research were observation, tests and interviews. The instruments used in this research were observation sheets, tests and interviews. This research aims to analyze the level of students' understanding of concepts in the Pythagorean Theorem material for class VII middle school. From the data analysis results in this study, it shows that from a sample of 32 students, 7 students with a presentation of 21.8% were in the high category, 12 students with a presentation of 37.5% were in the medium category, and 13 students with a percentage of 40.62% were in the The low category means that students' understanding of mathematical concepts is still low. This is justified and supported by the results of the 5 indicators tested. Based on the data from the calculation of indicators for understanding the concept, there are 3 indicators in the low category and 2 other indicators in the medium category.

Efektivitas Model Pembelajaran Generatif: Pemahaman dan Keterlibatan Siswa dalam Pembelajaran Matematika

Enhancing the quality of mathematics education requires innovative and interactive teaching approaches. Generative Learning Model offers a framework that allows students to actively participate in the learning process, potentially improving their understanding of mathematical concepts. This research aims to conduct a systematic analysis of existing literature on the use of Generative Learning Model in mathematics education, focusing on effective strategies for developing interactive and effective learning tools. The research methodology involves developing a review protocol, conducting a comprehensive literature search through databases such as Google Scholar, and selecting studies using the PRISMA flowchart. The results of the analysis show that the Generative Learning Model can significantly improve mathematical concept understanding and student engagement. Effective strategies in developing learning tools based on the Generative Learning Model include the use of interactive tools and contextual approaches in teaching. The conclusions of this research confirm that the use of the Generative Learning Model contributes positively to the interactivity and effectiveness of mathematics learning, and provides recommendations for further research and practical application in educational contexts.

Revitalizing Math Education: Unveiling the Impact of Holistic Mathematics Education Based “Sistem Among” in Elementary Classrooms

This research examines the impact of the Holistic Mathematics Education (HME) model based on the Among system on the mathematical concept understanding of third grade students at SD Negeri 21 Pulau Punjung. This model holds significant relevance to the current paradigm of liberating learning. In the era of modern education, there is a strong emphasis on learning approaches that promote independence, creativity, and critical thinking among students. The implementation of this model has shown an increase in mathematical concept understanding, as evidenced by statistical analysis (significance level 0.001). Based on the analysis results, it can be proven that the HME model based on the "among" system has a positive impact on the mathematical concept understanding of third-grade students at SDN 21 Pulau Punjung. The success of this method in enhancing mathematical concept understanding underscores the urgency to integrate more innovative and inclusive approaches in the mathematics curriculum, especially at the elementary level, as liberating education focuses not only on academic knowledge but also on the development of students' competencies and character. This study provides empirical evidence of the importance of adopting a more holistic and interactive educational model in elementary schools. Consequently, these findings support a transition towards more responsive, participatory, and future-ready learning methods.