Conceptual Understanding of Mathematics of Vocational High School Students and Their Related Factors in Statistics
DOI:
https://doi.org/10.26740/jrpipm.v10n2.p204-214Keywords:
mathematical conceptual understanding, statistics, vocational high school students, supporting factors, mathematics learningAbstract
Although mathematical conceptual understanding has been widely investigated, limited attention has been given to examining its relationship with demographic and educational factors among vocational high school students, particularly in statistics learning. This study aimed to describe students' mathematical conceptual understanding and analyze the factors associated with it. A quantitative approach with a descriptive-comparative method was employed involving 105 tenth-grade students of SMK Negeri 4 Pekanbaru. The research instruments consisted of a five-item essay test on mathematical conceptual understanding, a 34-item questionnaire, and a student profile form. Data were analyzed using descriptive statistics, the Independent Samples t-test, and One-Way ANOVA. The findings indicated that students' mathematical conceptual understanding was generally in the low category. In addition, the analysis of demographic and educational factors provided a more comprehensive description of the factors associated with students' mathematical conceptual understanding. The findings are expected to serve as a reference for teachers in designing learning strategies that are better aligned with students' characteristics.
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