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All Journal Journal of Education and Learning (EduLearn) Jurnal Karya Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika AlphaMath: Journal of Mathematics Education Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika JCES (Journal of Character Education Society) Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Ideas: Jurnal Pendidikan, Sosial dan Budaya Ed-Humanistics : Jurnal Ilmu Pendidikan Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Edudikara: Jurnal Pendidikan dan Pembelajaran Jurnal Litbang Provinsi Jawa Tengah Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Jurnal Abdimas Bina Bangsa Dedikasi: Jurnal Pengabdian kepada Masyarakat Unnes Journal of Mathematics Education Jurnal Didactical Mathematics Prosiding Seminar Nasional Pascasarjana Al-'Adad: Jurnal Tadris Matematika Indonesian Journal of Mathematics Education Journal of Mathematical Pedagogy (JOMP) Prosiding Seminar Nasional Unimus Riemann : Research of Mathematics and Mathematics Education E-Amal: Jurnal Pengabdian Kepada Masyarakat Hipotenusa: Journal of Mathematical Society Konstruktivisme : Jurnal Pendidikan dan Pembelajaran
Siti Suprihatiningsih
Universitas Katolik Santo Agustinus Hippo
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Examining Students’ Conceptual Understanding in Solving Contextual Problems on Linear Equations in One Variable: A Cross-Case Qualitative Analysis Rispa Rispa; Siti Suprihatiningsih
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18106

Abstract

Mathematical conceptual understanding plays a crucial role in enabling students to establish meaningful relationships among mathematical ideas and apply knowledge flexibly in problem-solving situations. However, many students continue to rely on procedural approaches without developing deeper conceptual reasoning, particularly when solving contextual mathematical problems. Existing studies have mainly focused on achievement outcomes or isolated dimensions of conceptual understanding, providing limited insight into how students demonstrate conceptual understanding across multiple indicators within contextual problem-solving situations. Therefore, this study aimed to analyze students’ conceptual understanding in solving contextual problems related to linear equations in one variable across different levels of ability. This study employed a descriptive qualitative research design involving 30 eighth-grade students at SMP Negeri 1 Jelimpo, West Kalimantan, Indonesia. Data were collected through written tests and semi-structured interviews. Participants representing high-, medium-, and low-level conceptual understanding were selected using purposive sampling techniques. Data were analyzed through data reduction, data display, and conclusion drawing using triangulation procedures. The findings revealed that students’ conceptual understanding demonstrated progressive differences in cognitive organization rather than merely differences in procedural performance. High-level students exhibited integrated conceptual structures, medium-level students demonstrated transitional characteristics, and low-level students showed fragmented understanding characterized by symbolic dependence and procedural imitation. Furthermore, conceptual understanding indicators functioned as interconnected dimensions in which difficulties in one indicator influenced performance in other dimensions. The findings highlight the importance of instructional practices emphasizing conceptual exploration, multiple representations, contextual learning, and structured scaffolding
Co-Authors Anggraeni, Rani Anisatul Farida Aprilia Mercy Ardymulya Iswardani Arif S, Nugroho Aziz Musthafa Bernadeta Ritawati Bonyah, Ebenezer Dewi Retno Sari S Dewi Retno Sari S Dihin Muriyatmoko Ebenezer Bonyah Edi Ator Rerek Erwin Erwin Firda Hariyanti Friantini, Rizki Nurhana Gusti Uripno Happy Oktaviani Hendra Yulianto Iim Marfuah Imam Sujadi Indra Kurniawan Intan Rimawati Iren Irvan Irvan Isnawati Lujeng Lestari Kartika Sari Kintoko Kintoko Kintoko, Kintoko Konstansia Hermiati Lisa Levia Miranda MASRIYAH Mayang Sari Miftah Ar Razy Milagros R. Baldemor Muhammad Firman Annur Nabiila Fatimatuz Zahra Neli Neli Nugroho Arif Sudibyo Panyule, Selvinus Lando Pradipta Annurwanda Pradipta Annurwanda Pradipta Annurwanda, Pradipta Rahmat Winata Rian Rian Richatul Asmah Rispa Rispa Rizki Kurniawan Rangkuti Rizki Nurhana Friantini Rizki Nurhana Friantini Rizki Nurhana Friantini Rooselyna Ekawati Sangkot Idris Ritonga Sary Oktalita Sumantupang Selvinus Lando Panyule Sri Maya Lestari SRI RAHAYU Triana Harmini Tupulu, Nasri Wahyu Azhar Ritonga Zakaria Susanto ZUNAEDY PASARIBU, ENDI