<![CDATA[This research is motivated by issues regarding the low level of conceptual understanding and a lack of interest in learning mathematics among ninth-grade students. The learning process, which remains dominated by a conventional, teacher-centered approach, tends to leave students passive, hesitant to express their opinions, and struggling to solve conceptual problems. This study aims to analyze the significant impact of implementing the "Learning Cycle 7E" instructional model on the conceptual understanding and interest in learning mathematics among ninth-grade students. It is a pre-experimental study utilizing a "Static Group Comparison Design." All ninth-grade students participated in the study; through random sampling, class IX.8 was selected as the experimental group, and class IX.5 as the control group. Data collection instruments included a test for conceptual understanding and a questionnaire to assess students' interest in learning mathematics. Data analysis was conducted using a parametric t-test, following the fulfillment of prerequisite tests—specifically, tests for normality and homogeneity. Hypothesis testing results for conceptual understanding in mathematics yielded a t-calculated value of 3.235, which is greater than the t-table value of 1.672, with a significance (Sig.) value of 0.002 ( 0.05). Meanwhile, the analysis of the questionnaire on interest in learning mathematics yielded a t-calculated value of 2.115, which is also greater than the t-table value of 1.672, with a significance (Sig.) value of 0.039 ( 0.05). Consequently, it can be concluded that the implementation of the "Learning Cycle 7E" instructional model has a positive and significant impact on both the conceptual understanding and the interest in learning mathematics among ninth-grade students.]]>
