The Effect of Deep Learning Approach on Conceptual Understanding and Critical Reasoning among Vocational High School Students
Abstract
This study was motivated by the low conceptual understanding and critical mathematical reasoning among vocational high school students, largely due to conventional instruction emphasizing procedural memorization, and the limited empirical evidence on deep learning interventions in vocational mathematics. This investigation aimed to examine the effect of the deep learning approach on vocational students' conceptual understanding and critical mathematical reasoning regarding exponential functions. A quasi-experimental posttest-only non-equivalent control group design was implemented. The sample comprised 40 tenth-grade students from SMK Ma'arif 1 Metro, assigned to an experimental group (n=19) receiving deep learning instruction and a control group (n=21) receiving conventional instruction. Data were collected using conceptual understanding and critical reasoning tests (10 multiple-choice items each), validated by four experts using Aiken's V (mean V=0.76, high; mean V=0.67, moderate), with reliability (Spearman-Brown=0.730). Data were analyzed using Multivariate Analysis of Variance (MANOVA). The findings revealed a statistically significant multivariate difference between groups (Wilks' Λ=0.519; F=17.123; p<0.05; partial η²=0.481). Univariate analyses confirmed significantly higher conceptual understanding (F=7.634; p<0.05; partial η²=0.167) and critical reasoning (F=18.937; p<0.001; partial η²=0.333) in the deep learning class. These findings suggest that deep learning pedagogy may foster vocational students' higher-order cognitive skills, encouraging mathematics educators to integrate mindful, meaningful, and joyful learning activities connected to industrial contexts.
Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep dan penalaran kritis matematis siswa SMK yang disebabkan oleh pembelajaran konvensional yang berorientasi pada hafalan prosedural, serta terbatasnya bukti empiris tentang intervensi deep learning dalam matematika vokasi. Penelitian ini bertujuan menganalisis pengaruh pendekatan deep learning terhadap pemahaman konsep dan penalaran kritis matematis siswa SMK pada materi eksponen. Metode kuasi-eksperimen dengan desain posttest-only non-equivalent control group digunakan. Sampel terdiri dari 40 siswa kelas X SMK Ma'arif 1 Metro, terbagi dalam kelompok eksperimen (n=19) yang mendapat pembelajaran deep learning dan kelompok kontrol (n=21) dengan pembelajaran konvensional. Data dikumpulkan menggunakan tes pemahaman konsep dan penalaran kritis (masing-masing 10 soal pilihan ganda), divalidasi oleh empat ahli menggunakan Aiken's V (rata-rata V=0,76 kategori tinggi; V=0,67 kategori sedang), dengan reliabilitas Spearman-Brown 0,730. Analisis data menggunakan MANOVA. Hasil penelitian menunjukkan perbedaan multivariat signifikan antara kedua kelompok (Wilks' Λ=0,519; F=17,123; p<0,05; partial η²=0,481). Analisis univariat mengonfirmasi bahwa kelas deep learning memiliki pemahaman konsep (F=7,634; p<0,05; partial η²=0,167) dan penalaran kritis (F=18,937; p<0,001; partial η²=0,333) yang lebih tinggi secara signifikan. Temuan ini mengindikasikan bahwa pendekatan deep learning berpotensi mengembangkan kemampuan berpikir tingkat tinggi siswa SMK, sehingga mendorong pendidik matematika untuk mengintegrasikan aktivitas pembelajaran mindful, meaningful, dan joyful yang terhubung dengan konteks industri.
Keywords
Full Text:
PDFReferences
Astriani, N., & Dhana, M. B. A. (2024). Kemampuan Penalaran Matematis Siswa Melalui Pendekatan Contextual Teaching and Learning. Jurnal THEOREMS (The Original Research of Mathematics), 8(2), 263–271. https://doi.org/10.31949/th.v8i2.7404
Backhaus, K., Erichson, B., Gensler, S., Weiber, R., & Weiber, T. (2021). Multivariate Analysis: An Application-Oriented Introduction. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-32589-3
Duan, Y. (2022). Mathematics Deep Learning Teaching Based on Analytic Hierarchy Process. Mathematical Problems in Engineering, 1–10. https://doi.org/10.1155/2022/3070791
Ennis, R. H. 2018. Critical Thinking: A Streamlined Conception.
Habchi, Y., Kheddar, H., Himeur, Y., & Ghanem, M. C. (2025). Machine Learning and Transformers for Thyroid Carcinoma Diagnosis: A Review (arXiv:2403.13843). arXiv. https://doi.org/10.48550/arXiv.2403.13843
Haq, M. D., & Prasetiyo, N. T. (2025). Deep Learning sebagai Pendekatan Transformasional dalam Pendidikan: Sebuah Tinjauan Literatur. Jurnal Studi Guru Dan Pembelajaran, 8(3), 1826–1842. https://doi.org/10.30605/jsgp.8.3.2025.7021
Kilpatrick et al. (2001). Adding It Up: Helping Children Learn Mathematics.
López, F., Contreras, M., Nussbaum, M., Paredes, R., Gelerstein, D., Alvares, D., & Chiuminatto, P. (2023). Developing Critical Thinking in Technical and Vocational Education and Training. Education Sciences, 13(6), 590. https://doi.org/10.3390/educsci13060590
Mandasari, N. A., Puri, A., & Hapsari, A. D. (2025). Pendekatan Pembelajaran Deep Learning Sebagai Upayapeningkatan Hasil Belajar Ipas Di Sekolah Dasar. JRPD (Jurnal Riset Pendidikan Dasar), 8(2), 218–225. https://doi.org/10.26618/35q86e33
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. PISA. https://doi.org/10.1787/53f23881-en
Orhani, S. (2024). Deep Learning in Math Education. International Journal of Research and Innovation in Social Science, VIII(IV), 270–278. https://doi.org/10.47772/IJRISS.2024.804022
Purwanto, Z. A., Yusmin, E., & Yani T, A. (2023). Kemampuan Penalaran Matematis Peserta Didik Berdasarkan Dimensi Bernalar Kritis. Academy of Education Journal, 14(2), 316–325. https://doi.org/10.47200/aoej.v14i2.1650
Putri, R., Zulnaidi, H., & Abdul Rahim, S. S. (2025). Investigating current patterns in spatial learning within the context of mathematics education in Asia: A systematic review. Contemporary Mathematics and Science Education, 6, ep25006. https://doi.org/10.30935/ijpdll/15886
Rachmawati, I., Subanti, S., & Usodo, B. (2023). Description of Junior High School Students’ Mathematical Understanding According to Skemp Theory in terms of Rational Personality Types. JTAM (Jurnal Teori Dan Aplikasi Matematika), 7(2), 417. https://doi.org/10.31764/jtam.v7i2.13179
Rahmandani, F., Hamzah, M. R., Handayani, T., & Kurniawan, M. W. (2025). Integrasi Pembelajaran Mendalam (Deep Learning) dalam Mewujudkan Pembelajaran yang Bermutu dan Bermakna bagi Peserta Didik. Jurnal Sosial Humaniora Dan Pendidikan, 4(3), 769–781. https://doi.org/10.55606/inovasi.v4i3.4896
Sari, K. P. (2025). Konsep Deep Learning Sebagai Pilar Dalam Strategi Pendidikan Berkualitas.
Septia, Y. L., Nurcahyono, N. A., & Balkist, P. S. (2021). Pengembangan Media Baret Berbasis Android untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SMK. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(1), 35–47. https://doi.org/10.31004/cendekia.v6i1.986
St Omer, S. M., Evers, K., Wang, C.-Y., & Chen, S. (2025). Technology-enhanced mathematics learning: Review of the interactions between technological attributes and aspects of mathematics education from 2013 to 2022. Humanities and Social Sciences Communications, 12(1), 1079. https://doi.org/10.1057/s41599-025-05475-7
Sudarmono, M. A., Hasan, & Halima. (2025). Deep Learning Approach in Improving Critical Thinking Skills of Elementary School Students. Jurnal Penelitian Pendidikan IPA, 11(8), 60–70. https://doi.org/10.29303/jppipa.v11i8.11708
Sugiyono. (2021). Metode Penelitian Kuantitatif, Kualitatif, dan R&D.
Wawan. (2020). Teknik AnalisisData Penelitian Pendidikan.
Wawan. (2023). Evaluasi Pembelajaran Suatu Elemen Kajian Elementer.
Wibowo, G. W., Gunawan, D., & Mardiana, D. (2025). Implementasi Pendekatan Pembelajaran Mendalam (Deep Learning) Dalam Meningkatkan Pemahaman Konsep Siswa Di Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, 10(3), 144–158. https://doi.org/10.23969/jp.v10i3.27960
Zain, S. A. (2025). Pendekatan Deep Learning dalam Pembelajaran. E-book.
Zhang, W., Guan, Y., & Hu, Z. (2024). The efficacy of project-based learning in enhancing computational thinking among students: A meta-analysis of 31 experiments and quasi-experiments. Education and Information Technologies, 29(11), 14513–14545. https://doi.org/10.1007/s10639-023-12392-2
Zuurmond, A., Guérin, L., Van Der Ploeg, P., & Van Riet, D. (2024). Learning to question the status quo. Critical thinking, citizenship education and Bildung in vocational education. Journal of Vocational Education & Training, 76(5), 1185–1204. https://doi.org/10.1080/13636820.2023.2166573
DOI: http://dx.doi.org/10.21043/jpmk.v9i1.36655
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Editorial and Administration Office:
Jurnal Pendidikan Matematika (Kudus)
Tadris Matematika, Tarbiyah Faculty, Universitas Islam Negeri Sunan Kudus
Jl. Conge Ngembalrejo Po Box 51, Kudus, Jawa Tengah, Indonesia, Kode Pos: 59322
Email: [email protected]