Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Advanced Sciences and Mathematics Education
Taufikurrahman
STKIP Taman Siswa Bima, Indonesia
Chemistry Education Mathematics Physics Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The impact of meaningful learning on undergraduate students’ conceptual understanding in mathematics: A mixed-method quasi-experimental study Nurrahmah; Taufikurrahman; Arif Rahman Hakim; Syarifudin
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1164

Abstract

Background: Conceptual understanding is a fundamental goal of mathematics education, yet many university students continue to experience difficulties in developing deep mathematical understanding due to the predominance of procedural and teacher-centered instruction. Meaningful learning has been proposed as an approach that promotes conceptual development by connecting new knowledge with students’ prior knowledge. Aims: This study investigated the implementation of meaningful learning in university mathematics classrooms, examined its effects on students’ conceptual understanding, and identified challenges encountered during its implementation. Methods: An explanatory sequential mixed-method quasi-experimental design was employed involving 57 undergraduate students in a Mathematics Education Program. The experimental group (n = 29) received meaningful learning instruction, while the control group (n = 28) received conventional instruction. Quantitative data were collected through a conceptual understanding test and a perception questionnaire, while qualitative data were obtained through classroom observations and interviews. Result: The experimental group achieved significantly higher conceptual understanding scores than the control group (p < 0.001), with a moderate N-gain (0.49) and a large effect size (d = 0.83). Students reported positive perceptions of meaningful learning (M = 4.01). Qualitative findings indicated that prior knowledge activation, contextual problems, collaborative discussion, and reflection supported students’ conceptual development. Conclusion: The findings suggest that meaningful learning can support conceptual understanding and provide a useful framework for conceptually oriented mathematics instruction in higher education.
Co-Authors Arif Rahman Hakim Nurrahmah Nurrahmah Syarifudin