Peran Persepsi atas Kompetensi Guru dan Kemandirian dalam Belajar untuk Meningkatkan Pemahaman Konsep Matematika di SMAN Kabupaten Bogor

Abstract

This study investigates the impact of students’ perceptions of teacher competence and learning independence on mathematical concept understanding among public senior high school students in Bogor Regency. The background of this study is grounded in the importance of adequate mathematical concept understanding for developing students’ logical and analytical thinking skills. However, many students still experience difficulties, and two factors presumed to play a role are perceptions of teacher competence and learning independence. This study employs a quantitative approach with descriptive analysis. Three main variables examined in this research are mathematical concept understanding ability (Y), perceptions of teacher competence (X₁), and learning independence (X₂). Data analysis techniques include correlation tests, regression analysis, and statistical hypothesis testing. The results indicate that students’ perceptions of teacher competence and learning independence simultaneously have a significant effect on students’ mathematical concept understanding ability, with a significance value of Sig. = 0.000 < 0.05 and an F-value of 76.393. Partially, perceptions of teacher competence (Sig. = 0.00 < 0.05, t = 7.447) and learning independence (Sig. = 0.00 < 0.05, t = 8.200) also show a significant effect on students’ mathematical concept understanding ability. In conclusion, these findings demonstrate that positive student perceptions of teacher competence and a high level of learning independence contribute significantly to improving students’ mathematical concept understanding. Therefore, it is essential for schools and teachers to enhance teaching quality and promote students’ learning independence as strategies to improve mathematics learning outcomes.