Studi Komparatif Pemahaman Konsep Matematis Siswa SMP Berdasarkan Keikutsertaan dalam Bimbingan Belajar di Tasikmalaya

Abstract

This study investigates the significance and impact of participation in supplementary learning programs on the mathematical conceptual understanding of ninth-grade students in Tasikmalaya. Motivated by persistent challenges in students’ mathematical comprehension despite widespread reliance on supplementary learning outside formal school settings, this research aims to determine whether such participation meaningfully differentiates or influences students’ mastery of mathematical concepts. Employing a quantitative causal-comparative approach, the study sampled 143 students from three public junior high schools through cluster random sampling. Data were collected using validated questionnaires to document students’ supplementary learning experiences and standardized tests assessing conceptual understanding in mathematics. Statistical analyses, including one-way analysis of variance and simple linear regression, were conducted to examine differences and relationships between variables. Results indicate no significant difference in conceptual understanding between students with varying durations of supplementary learning and those without such experience. Furthermore, supplementary learning experience was found to have a negligible and statistically insignificant influence on students’ conceptual understanding in mathematics. The findings suggest that factors beyond supplementary learning, such as intrinsic motivation, interest in mathematics, and active engagement in classroom and independent study, play a more substantial role in shaping students’ mathematical conceptual mastery. This study highlights the necessity for both formal and non-formal educational stakeholders to prioritize pedagogical strategies that foster deeper conceptual engagement rather than solely focusing on procedural fluency or test performance.