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All Journal Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences
Gisna Saharani Nurfadilah
Universitas Siliwangi
Education Environmental Science Mathematics Physics Other

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Pengaruh Penerapan Pendekatan Deep Learning terhadap Pemahaman Konsep Matematis dan Self-Concept Siswa SMP Gisna Saharani Nurfadilah; Ike Natalliasari; Redi Hermanto
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 4 (2026): MIPA dan dan Pendidikan lingkup MIPA
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i4.522

Abstract

Mathematical conceptual understanding and self-concept remain relatively low, as evidenced by their difficulties in explaining mathematical concepts, representing concepts in different forms, and demonstrating confidence in solving mathematical problems. In addition, the average mathematics scores of Grade VIII students at SMP Negeri 15 Tasikmalaya ranged from only 25 to 28, indicating unsatisfactory learning outcomes. One potential strategy to address these challenges is the implementation of the deep learning approach in mathematics instruction. Therefore, this study aimed to examine the effect of the deep learning approach on students’ mathematical conceptual understanding and self-concept. A quantitative experimental method with a posttest-only control group design was employed. The population consisted of all Grade VIII students at SMP Negeri 15 Tasikmalaya. Using cluster random sampling, Class VIII-F (34 students) was selected as the experimental group, while Class VIII-E (35 students) served as the control group. Data were collected through a mathematical conceptual understanding test and a self-concept questionnaire. The data were analyzed using an independent samples t-test after meeting the assumptions of normality and homogeneity. The findings revealed a statistically significant effect of the deep learning approach on students’ mathematical conceptual understanding and self-concept, with a significance value of 0.001 (p < 0.05). These findings suggest that the deep learning approach is effective in enhancing students’ mathematical conceptual understanding and self-concept.
Co-Authors Ike Natalliasari Redi Hermanto