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All Journal Interval: Indonesian Journal of Mathematical Education
Yuli Hermawati
Nahdlatul Ulama University
Education Mathematics

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Mathematical Conceptual Understanding in Inside-Outside Circle Learning: A Quasi-Experimental Study Wiwi Lasmanah; Yuli Hermawati
jurnal matematika Vol 4 No 2 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v4i2.3449

Abstract

Purpose of the study: This study aimed to investigate the effect of the Inside-Outside Circle (IOC) cooperative learning method on students' mathematical conceptual understanding and to determine whether the method provides better learning outcomes than conventional instruction among junior high school students. Methodology: This study employed a quantitative approach using a quasi-experimental method with a randomized posttest-only control group design. The participants consisted of seventh-grade students of SMP IT Al-Qur'aniyyah. Data were collected using an essay test of mathematical conceptual understanding. Descriptive statistics, normality tests, homogeneity tests, and independent samples t-tests were performed using IBM SPSS Statistics software. Main Findings: The findings revealed that students taught through the Inside-Outside Circle cooperative learning method achieved higher mathematical conceptual understanding scores than those receiving conventional instruction. Statistical analysis indicated a significant difference between the experimental and control groups, demonstrating that the IOC method effectively improved students' mathematical conceptual understanding and promoted more meaningful mathematics learning experiences. Novelty/Originality of this study: This study specifically emphasizes mathematical conceptual understanding as the primary outcome variable within the implementation of the Inside-Outside Circle method. Unlike previous studies that mainly focused on learning achievement or communication skills, this research provides empirical evidence from an Islamic junior high school context, thereby enriching current knowledge regarding cooperative learning in mathematics education.
Co-Authors Wiwi Lasmanah