THE RELATIONSHIP BETWEEN THE DEEP LEARNING APPROACH AND STUDENS MATHEMATICAL CONCEPTUAL UNDERSTANDING IN SENIOR HIGH SCHOOL

Abstract

Research examining the direct relationship between the deep learning approach and students' mathematical conceptual understanding. This study employed a correlational quantitative approach. Mathematical conceptual understanding is one of the fundamental abilities that students need to possess. In the learning process, the characteristics of deep learning are theoretically believed to support the development of this ability. Therefore, the study involved a sample of 34 senior high school students selected through purposive sampling. The sampling technique was chosen based on participants who met the research criteria. The instruments used in this study consisted of a deep learning questionnaire and a mathematical conceptual understanding test. The results showed a significance value of 0.065, which is greater than the significance level of 0.05. Therefore, the research hypothesis (H0) was accepted and (Ha) was rejected. The findings indicate that the relationship between the deep learning approach and mathematical conceptual understanding tends to be positive, although the relationship is not statistically significant. The correlation coefficient obtained was 0.320 (r > 0), indicating a positive relationship with a low category of correlation.