Abstract

This research aimed to describe the mathematic conceptual understanding skills based on the expertise competency of grade X students of SMK Negeri 3 Purwokerto. This research applied the descriptive qualitative method. The sample was collected through the purposive sampling technique. This research collected two subjects from each of high and low achieving category in each expertise competency. The categories of high and low achieving students were based on the minimum required score. The data were collected through a test of mathematics conceptual understanding skills and interviews. The data were validated using the triangulation technique. The results of the research showed that (1) students of hotel accommodation department had a better mathematics conceptual understanding skill than students of the catering management department. It happened because the category of high achieving students of accommodation department fulfilled all indicators of mathematics conceptual understanding skills and the category of low achieving students of accommodation department only fulfilled the indicators of giving examples and non-examples from the concept being learned. (2) Students of catering management department had a better mathematic conceptual understanding skill than students of the fashion design department. It happened because the category of high achieving students of catering management department did not fulfill one indicator of presenting the concept in some forms of mathematic representations and the category of low achieving students of catering management department did not master all of the indicators. (3) The category of high achieving students of the fashion design department mastered all indicators of mathematics conceptual understanding skills of giving examples and non-examples
form the concept being learned and presenting the concept in some forms of mathematic representation. Meanwhile, the category of low achieving students of the fashion design department only mastered the indicator of applying concept or algorithm to problem-solving.

There is no Figure or data content available for this article

References

• Abdullah, N., Zakaria, E., & Halim, L. (2012). The effect of a thinking strategy approach through visual representation on achievement and conceptual understanding in solving mathematical word problems. Asian Social Science, 8(16), 30.

  
  Beswick, K. (2006). The importance of mathematics teachers' beliefs. Australian Mathematics Teacher, The, 62(4), 17.

  
  Eriana, E., Kartono, K., & Sugianto, S. (2019). Understanding Ability of Mathematical Concepts and Students’ Self-reliance towards Learning by Implementing Manipulative Props (APM) on Jigsaw Technique. Journal of Primary Education, 176-183.

  
  Hartati, S., Abdullah, I., & Haji, S. (2017). Pengaruh kemampuan pemahaman konsep, kemampuan komunikasi dan koneksi terhadap kemampuan pemecahan masalah. MUST: Journal of Mathematics Education, Science and Technology, 2(1), 43-72.

  
  Kazemi, E. (1998). Discourse that promotes conceptual understanding. Teaching Children Mathematics, 4(7), 410.

  
  Kusmaryono, I. (2014). The Importance of Mathematical Power in Mathematics Learning. In International Conference on Mathematics, Science, and Education 2014 (ICMSE 2014) (pp. 35-40).

  Peraturan Jendral Pendidikan Dasar dan Menengah No: 06/D.D5/KK/2018 Tentang Spektrum Keahian Sekolah Menengah Kejuruan (SMK)/ Madrasah Aliyah Kejuruan (MAK)

  Permendikbud Nomor 60 Tahun 2014 Tentang Kuriulum 2013 Sekolah Menengah Kejuruan/Mdrasah Aliyah Kejuruan.

  Rakhmi, D. A., Kartono, K., & Mastur, Z. (2018). Constructtivism Mathematics Learning with Search, Solve, Create, and Share (SSCS) Model to Improve Mathematics Disposition and Student Concept Understanding of Limit Function Materials of XI Natural Science Class. Unnes Journal of Mathematics Education Research, 7(1), 117122.

There is no Supplemental content for this article.

How to Cite This

Article Metrics

Copyright and Permissions

Authors published in this journal agree to the following terms:

• The copyright of each article is retained by the author (s) without restrictions
• The journal allows the author(s) to retain publishing rights without restrictions
• The author grants the journal the first publication rights with the work simultaneously licensed under the Creative Commons Attribution License, allowing others to share the work with an acknowledgement of authorship and the initial publication in this journal.
• Authors may enter into separate additional contractual agreements for the non-exclusive distribution of published journal versions of the work (for example, posting them to institutional repositories or publishing them in a book), with acknowledgement of their initial publication in this journal
• Authors are permitted and encouraged to post their work online (For example in the Institutional Repository or on their website) before and during the submission process, as this can lead to productive exchanges, as well as earlier and larger citations of published work
• Articles and all related material published are distributed under a Creative Commons Attribution-4.0 International Public License (CC - BY 4.0).

 

License

AlphaMath: Journal of Mathematics Education is licensed under a Creative Commons Attribution- 4.0 International Public License (CC - BY 4.0).

You are free to :

Share — copy and redistribute the material in any medium or format

Adapt — remix, transform, and build upon the material for any purpose, even commercially

Data Availability