Students' Understanding of Mathematical Concepts in terms of Emotional and Spatial Intelligence

Abstract

Conceptual understanding is one of the core standards in mathematics or as a key component of mathematical skills. Understanding mathematical concepts is knowledge that involves a thorough understanding of the underlying concepts and the basis behind the algorithms performed in mathematics. A student must have this understanding if he wants to understand mathematics in depth. The problem may not be because it is solely related to the learning process, but rather the internal intelligence of students. This study examines how the relationship between spatial and emotional intelligence with students' understanding of mathematical concepts. This research is a correlational research with multiple correlation research design. This research involved 66 students of SMP class VIII in Kab. East Manggarau, NTT as a sample. Data collection is done by using questionnaires and tests. Before the data were analyzed correlatively, both simple and multiple, the analysis prerequisite tests were carried out, namely normality, linearity, and multicollinearity. The results of data analysis show that these three test requirements are met and the results of hypothesis testing indicate that there is a positive and significant relationship between emotional and spatial intelligence and students' understanding of mathematical concepts (either partially or simultaneously). Simultaneously, these two intelligences contribute 16.08% to increasing students' understanding of mathematical concepts. The study provides a recommendation that in improving students' understanding of mathematical concepts, consideration of students' basic intelligence factors needs to be considered before being treated or designing a mathematics learning environment

Improving Students' Understanding of Mathematical Concepts Through the Flipped Classroom Learning Model for Class VIII SMP

“…The latest research in the field of improving students' understanding of mathematical concepts, particularly in Class VIII SMP, shows a variety of approaches that have been explored (Asti, Gunur, Jelatu, & Ramda, 2022;Herwandi & Kaharuddin, 2020;Rohmatulloh, Syamsuri, Nindiasari, & Fatah, 2022;Sukma, Ramadoni, & Suryani, 2022;Tamara, Maizora, & Hanifah, 2020;Wahyudi & Amir MZ, 2022). One such approach is the ELPSA learning model, which has undergone rigorous evaluation to determine its effectiveness in instilling a deep understanding of mathematical concepts among eighth-grade students at SMP Negeri 6 Makassar (Herwandi & Kaharuddin, 2020).…”

“…However, despite the comprehensive exploration of these various approaches, there remains an urgent need to improve students' understanding of mathematical concepts. Persistent challenges still exist, as evidenced by the extremely low levels of understanding observed in some studies (Asti et al, 2022). This issue cannot be solely attributed to the learning process but may also be related to inherent student attributes, such as emotional and spatial intelligence (Asti et al, 2022).…”

“…Persistent challenges still exist, as evidenced by the extremely low levels of understanding observed in some studies (Asti et al, 2022). This issue cannot be solely attributed to the learning process but may also be related to inherent student attributes, such as emotional and spatial intelligence (Asti et al, 2022). Consequently, the novelty in the research surrounding "Improving Students' Understanding of Mathematical Concepts Through the Flipped Classroom Learning Model for Class VIII SMP" lies in the integration of the flipped classroom model with key factors encompassing emotional and spatial intelligence (Rohmatulloh et al, 2022).…”