Describing students’ conceptual understanding in a deep learning approach from their learning style
DOI:
https://doi.org/10.12928/ijei.v7i3.15898Keywords:
conceptual understanding, deep learning, learning style, linear equation system in two variablesAbstract
This research aims to describe the students' conceptual understanding of the linear equation system in two variables under the setting of deep learning approach. In this research, we involved 27 Grade IX-A students of a junior high school in Yogyakarta. We categorized them into a diverse of learning styles which include visual, auditory, and kinesthetic. It was a qualitative research using descriptive method. The data collection technique was carried out through a mathematical concept understanding test and a semi-structured interview. The data were then analyzed based on indicators of conceptual understanding ability, then categorized based on the criteria of conceptual understanding level by grouping them based on their learning styles. The results show that the application of the deep learning approach supports the students' conceptual understanding of linear equation system in two variables through activities of preparing assistant point tables, graph representation, and determining cut-off points as solutions. Students with visual learning styles show good ability in graphic representation, auditory students are able to model problems sequentially, while kinesthetic students are able to follow systematic solution procedures. Overall, the deep learning approach helps students understand the concept of linear equation system in two variables more meaningfully based on the characteristics of their respective learning styles.
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