Resa Dwi Puspitaningrum. The Effect of the Deep Learning Approach on Students' Conceptual Understanding at MTs Muhammadiyah 2 Jenangan Ponorogo in Mathematics Learning Undergraduate Thesis. Mathematics Education Study Program, Universitas Muhammadiyah Ponorogo. Supervisor I: Dr. Sumaji, M.Pd. Supervisor II: Erika Eka Santi, S.Si., M.Si.
This study aimed to determine the effect of the deep learning approach on seventh-grade students' understanding of mathematical concepts. The deep learning approach was implemented through mindful, meaningful, and joyful learning to enhance students' conceptual understanding more deeply.
This study employed a quantitative experimental method using a One Group Pretest–Posttest Design. The population consisted of all seventh-grade students, while the sample was selected using simple random sampling, resulting in one class as the research sample. Students completed a pretest to measure their initial conceptual understanding, participated in learning activities using the deep learning approach, and then completed a posttest to assess changes in their understanding.
Data were collected using an essay test on mathematical conceptual understanding. The validity test showed an average score of 0.85417, indicating very high validity, while the reliability test yielded a Cronbach's Alpha value of 0.791 ≥ 0.70, confirming that the instrument was reliable. Data analysis included the Shapiro–Wilk normality test, with significance values of 0.546 for the pretest and 0.065 for the posttest, and Levene's homogeneity test with a significance value of 0.738 > 0.05, indicating that the data were normally distributed and homogeneous. Hypothesis testing was conducted using a Paired Sample t-test at a significance level of 0.05.
The results showed that the deep learning approach had a significant effect on students' understanding of mathematical concepts. The average posttest score increased from 64 to 85,64 after the implementation of the approach. Therefore, the deep learning approach can be considered an alternative instructional strategy for improving students' understanding of mathematical concepts