Pengaruh pendekatan pembelajaran mendalam (deep learning) terhadap kemampuan pemahaman konsep matematis murid SMA
DOI:
https://doi.org/10.61291/jpi.v7i2.102Keywords:
Deep Learning, pembelajaran matematika, kemampuan pemahaman konsep matematis, Mathematical Conceptual Understanding, Mathematics LearningAbstract
Mathematical conceptual understanding is an essential component of mathematical proficiency because it enables students to understand relationships among concepts, select appropriate procedures, and apply concepts in different situations. This study examined the effect of the Deep Learning pedagogical approach on the mathematical conceptual understanding of tenth-grade students at SMA Negeri Plus Provinsi Riau. A quasi-experimental Two-Group Posttest-Only Design was employed. The sample comprised 62 students, with 32 students in the experimental class and 30 students in the control class. The experimental class received instruction designed around mindful, meaningful, and joyful learning principles, whereas the control class received conventional instruction. The research instrument was an essay test of mathematical conceptual understanding that had undergone expert validation and empirical quality testing. Because the control-class posttest data were not normally distributed, the two groups were compared using the Mann-Whitney test. The experimental class obtained a mean posttest score of 84.84, compared with 53.33 for the control class. The Mann-Whitney analysis yielded Z = 6.72 (p < .001), indicating a statistically significant difference between the groups. The findings show that students taught through the Deep Learning approach demonstrated higher mathematical conceptual understanding than students taught through conventional instruction. Considering the posttest-only design and the single-school setting, Deep Learning may be considered a promising alternative for strengthening students' mathematical conceptual understanding.
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