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All Journal Jurnal Elemen International Journal of Contemporary Studies in Education
Latifa, Ulfa
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Connecting Concepts and Representations in Mathematics: A Sistematic Literature Review Latifa, Ulfa; Indrasari, Peti; Pramuditya, Surya Amami; Asnawati, Sri
International Journal of Contemporary Studies in Education Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i2.1483

Abstract

Purpose - This study aims to identify effective media, instructional strategies, or teaching models that can bridge conceptual understanding and mathematical representation in mathematics education. It was motivated by the persistent gap observed between students' conceptual grasp and their ability to translate concepts into mathematical forms, which hinders problem-solving competence. Methodology - A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was sourced from Google Scholar and DOAJ databases, focusing on publications from 2015 to 2025. The review process resulted in seven articles meeting the inclusion criteria. Data analysis involved thematic synthesis of instructional approaches and their reported effectiveness in bridging conceptual and representational understanding. Findings - The review found that the relationship between conceptual understanding and mathematical representation is closely linked but not automatic, depending significantly on the instructional strategies employed. Effective approaches identified include the Concrete–Pictorial–Abstract (CPA) model, GeoGebra media, SAVI strategy, Joyful Problem-Based Learning (JPBL), and Role-Playing Game (RPG)-based learning, which enhance engagement and facilitate conceptual-visual connections. These findings imply the need for intentional instructional designs that integrate conceptual and representational aspects in mathematics learning. Novelty - This study contributes by systematically mapping and synthesising diverse strategies and media specifically targeting the integration of conceptual understanding with mathematical representation, an area underexplored in prior reviews. Significance - The results are valuable for mathematics educators, curriculum developers, instructional designers, and educational policymakers seeking evidence-based practices to improve mathematics teaching and learning outcomes.
Bridging conceptual understanding and mathematical representation through game-based cuboid learning in junior high school Latifa, Ulfa; Indrasari, Peti; Pramuditya, Surya Amami; Asnawati, Sri
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.30085

Abstract

In the era of modernisation, conceptual understanding and mathematical representation are key components of education. However, many students still encounter difficulties in understanding and accurately representing rectangular prisms. This study addresses the need for innovative learning by examining students' experiences in understanding and representing rectangular prisms through a Role-Playing Game-based educational game and module. This study employed a qualitative method to understand the experiences of 17 eighth-grade junior high school students in learning rectangular prisms through an RPG game and a supplementary module. Data were collected through observation, module analysis, and documentation and then analysed thematically. The findings revealed that while some students found it easier to grasp concepts through visual exploration, others struggled to apply these concepts flexibly beyond the game. Students who actively engaged in gameplay demonstrated a deeper understanding and were better able to make meaningful conceptual connections. Although verbal representation improved significantly, symbolic representation remained challenging for some students. This study emphasises the importance of designing educational games that support conceptual understanding and representation skills. The implications of this study highlight the need for the development of interactive learning media that can facilitate students' conceptual connections and foster their mathematical representation skills.
Co-Authors Indrasari, Peti Sri Asnawati, Sri Surya Amami Pramuditya