Mengungkap Perspektif Siswa: Peran Deep Learning dalam Visualisasi Konsep dan Pemecahan Masalah Matematika

Slamet, Slamet
Hendriana, Benny
Supiat

International Journal of Progressive Mathematics Education
Vol. 5 No. 1 (2025)

Pendidikan matematika modern menuntut pemahaman konseptual dan pemecahan masalah adaptif. Integrasi deep learning menawarkan potensi revolusioner, namun perspektif siswa belum banyak digali. Penelitian ini bertujuan memahami perspektif siswa SMA terhadap pembelajaran matematika dengan deep learning dan dampaknya pada pemecahan masalah. Menggunakan metode kualitatif studi kasus pada 12 siswa di Jakarta, data dikumpulkan via wawancara, observasi, dan analisis dokumen, lalu dianalisis tematik. Hasil menunjukkan deep learning dianggap asisten visualisasi dan umpan balik instan, meski ada kekhawatiran ketergantungan. Tantangan adaptasi dan interpretasi hasil teratasi melalui pengembangan literasi teknologi dan kolaborasi. Deep learning mendorong pendekatan iteratif dan fokus konseptual, namun validasi solusi tetap krusial. Kontribusi penelitian ini adalah wawasan mendalam dari sudut pandang siswa, esensial untuk perancangan pedagogi deep learning yang efektif dan berpusat pada siswa.   Modern mathematics education demands conceptual understanding and adaptive problem solving. Deep learning integration offers revolutionary potential, but students’ perspectives have not been widely explored. This study aims to understand high school students’ perspectives on mathematics learning with deep learning and its impact on problem solving. Using a qualitative case study method on 12 students in Jakarta, data were collected via interviews, observations, and document analysis, then analyzed thematically. The results show that deep learning is considered an assistant to visualization and instant feedback, although there are concerns about dependency. Challenges of adaptation and interpretation of results are overcome through the development of technological literacy and collaboration. Deep learning encourages an iterative approach and conceptual focus, but validation of solutions remains crucial. The contribution of this study is in-depth insight from the students’ perspective, essential for designing effective and student-centered deep learning pedagogy.