Concept Image Siswa dalam Pembelajaran Matematika
DOI:
10.29303/jm.v8i2.12630Published:
2026-06-30Downloads
Abstract
Concept image is a mental representation that plays an important role in shaping students'
conceptual understanding of mathematical concepts. The difference between concept image and
concept definition often causes misconceptions and students' difficulties in understanding and
applying mathematical concepts. This study aims to examine and synthesize research results
regarding students' concept image in mathematics learning. The study used the Systematic
Literature Review (SLR) method by analyzing ten scientific articles published in national and
international journals. The review process was carried out through the stages of identification,
selection, evaluation, and synthesis of articles based on their suitability to the research focus. The
results of the study indicate that students' concept images in various mathematical materials, such
as algebra, systems of linear equations in two variables, matrices, exponents, exponential
functions, sequences and series, quadrilaterals, and the Pythagorean Theorem, are still not fully
in line with the concept definition. This discrepancy is influenced by learning experiences, learning
strategies, mastery of prerequisite concepts, as well as didactic, epistemological, and ontogenic
obstacles. In addition, procedure-oriented learning tends to produce less in-depth conceptual
understanding than learning that emphasizes concept exploration and the use of various
mathematical representations. Therefore, mathematics learning needs to be designed to facilitate
the formation of concept images aligned with concept definitions through meaningful learning
experiences. This study is expected to serve as a reference for researchers and educators in
developing learning strategies that support improved student conceptual understanding.
Keywords:
concept image concept definition mathematics learning conceptual understanding systematic literature reviewReferences
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