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All Journal Mandalika Mathematics and Educations Journal
Anjarwati Anjarwati
Universitas Negeri Yogyakarta
Mathematics

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Pembelajaran Matematika Berbasis Konsep dalam Meningkatkan Kompetensi Siswa dan Mahasiswa: Tinjauan Literatur Sistematis Anjarwati Anjarwati
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

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Abstract

The objectives of this study were to: 1) Identify the role of concept-based mathematics learning in improving student competencies; 2) Identify factors that influence concept-based mathematics learning; 3) Identify competencies that are influenced by concept-based understanding. This research reviewed 15 from 507 articles in 2014-2024 from the Google Scholar, Scopus database and Sinta 1 indexed national journals. The result of this study is that concept-based mathematics learning can systematically improve students' mathematical competence. The findings of factors that influence concept-based mathematics learning are mathematical mindset and concept understanding of teachers, teaching strategies, conceptual knowledge, and assessment and feedback. Furthermore, concept-based knowledge in this literature review can improve long-term retention, meaningful understanding, critical thinking, metacognition, problem solving and self-regulated.
ANALISIS PEMAHAMAN KONSEP PADA MATERI PERKALIAN ALJABAR DITINJAU DARI KESALAHAN SISWA BERDASAR PROSEDUR NEWMAN Anjarwati Anjarwati; Hartono Hartono
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.11753

Abstract

This study is motivated by students' low ability to receive and process problem information, making error analysis necessary to understand conceptual understanding and help teachers determine appropriate learning strategies. The study aims to describe students' conceptual understanding in algebraic multiplication material, analyze the relationship between student errors based on Newman's procedure, and develop learning recommendations. The research employed a descriptive approach combining quantitative and qualitative analysis, with 30 seventh-grade students at a junior high school in Yogyakarta as subjects. Data were collected through conceptual understanding tests, analyzed quantitatively through descriptive statistics in the form of scores and categories, and qualitatively to identify student errors using five Newman stages: Reading Error, Comprehension, Transformation, Process Skill, and Encoding. Results indicate that students' conceptual understanding falls in the fairly good category with an average score of 79.72, with the highest indicator on connect knowledge and the lowest on evaluate thinking and purpose ideas and conjecture. Errors in reading and understanding problems indicate weak conceptual understanding, whereas the ability to construct procedures and write correct answers reflects strong conceptual understanding. Learning recommendations emphasize strengthening basic concepts, complete solution procedures, and developing students' evaluation skills and mathematical idea expression.
Co-Authors Hartono Hartono