Pemahaman Konsep Matematis Siswa Ditinjau dari Persepsi terhadap Matematika pada Materi Bilangan Bulat dan Rasional

Devi Fitriani; In In Supianti

doi:10.23969/symmetry.v11i1.42588

Authors

Devi Fitriani Universitas Pasundan
In In Supianti Universitas Pasundan

DOI:

https://doi.org/10.23969/symmetry.v11i1.42588

Abstract

Mathematical conceptual understanding and students’ perceptions of mathematics are interrelated aspects in the learning process. This study aims to (1) describe students’ perceptions of mathematics, (2) analyze students’ conceptual understanding of integers and rational numbers, and (3) examine students’ conceptual understanding in relation to their perceptions of mathematics. The study employed a descriptive quantitative approach supported by qualitative data. Quantitative data were obtained from seventh-grade students’ daily test scores mapped to indicators of conceptual understanding and analyzed using descriptive statistics, including mean, minimum and maximum scores, standard deviation, and categorization based on the Minimum Mastery Criterion (MMC). Qualitative data were collected through brief interviews and analyzed through summarizing, categorizing, and interpreting students’ responses. The findings indicate that students’ perceptions of mathematics vary, with the majority demonstrating positive perceptions. Conceptual understanding of rational numbers shows a higher mean score compared to integers, although score distributions in both topics reveal varied levels of mastery. In relation to their perceptions, students with positive perceptions tend to demonstrate deeper and more flexible understanding, whereas those with moderate and low perceptions are more dominant in procedural understanding. These findings suggest a descriptive linkage between students’ perceptions and the characteristics of their mathematical conceptual understanding.

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