Ivana Anindita Apsari. Mathematical Concept Comprehension Skills as Viewed from
Academic Buoyancy Among Students at SMP Negeri 1 Jetis Ponorogo. Thesis.
Mathematics Education Program. Muhammadiyah University of Ponorogo. Advisor 1: Drs.
Jumadi, M.Pd., Advisor 2: Wahyudi, S.Si., M.Pd.
This study aims to describe the level of academic buoyancy among seventh-grade
students at Jetis Ponorogo State Junior High School 1, to describe the mathematical concept
comprehension abilities of seventh-grade students at Jetis Ponorogo State Junior High
School 1, and to determine differences in mathematical concept comprehension abilities in
relation to academic buoyancy levels. This study was motivated by the importance of
mathematical concept comprehension in learning and the role of students’ psychological
aspects in facing various daily academic challenges.
This study employed a quantitative approach with a non-experimental design. The
study population consisted of all regular seventh-grade students at SMP Negeri 1 Jetis
Ponorogo, comprising five classes. The sample consisted of 85 students from classes VII
C, VII E, and VII F, selected using cluster random sampling. Data were collected through
an academic buoyancy questionnaire and a test of mathematical concept comprehension on
the topic of similarity. Data analysis included the Shapiro-Wilk normality test, Levene’s
homogeneity test, one-way ANOVA, and Tukey HSD post hoc tests.
The results of the study indicate that students’ levels of academic buoyancy fall into
the low, moderate, and high categories, with the moderate category being the most
prevalent. Students’ mathematical concept comprehension abilities also predominantly fall
into the moderate category. The results of the one-way ANOVA test showed an F-value of
15.105 with a significance level of <0.001, indicating that there are differences in students’
mathematical conceptual understanding based on their level of academic buoyancy. The
Tukey HSD post hoc test revealed significant differences between every pair of categories.
Thus, the higher the level of academic buoyancy, the higher the students’ mathematical
conceptual understanding.

Keywords: academic buoyancy, mathematical concept understanding, similarity, One Way
ANOVA