Analisis Pemahaman Konsep Mahasiswa Dalam Menyelesaikan Soal Desain Simetris Pada Mata Kuliah Matematika Diskrit

Siti Habibah; Siti Habibah; Syahwa Fadhilah; Nayla Winda Pratama; Sahwa Yusni Arbila; Umi Hidayah; Ahmad Yani; Nadya Febriani Meldi

doi:10.46918/equals.v8i2.3042

Authors

Siti Habibah Universitas Tanjungpura
Nuraini Mariam Universitas Tanjungpura
Syahwa Fadhilah Universitas Tanjungpura
Nayla Winda Pratama Universitas Tanjungpura
Sahwa Yusni Arbila Universitas Tanjungpura
Umi Hidayah Universitas Tanjungpura
Ahmad Yani Universitas Tanjungpura https://orcid.org/0009-0002-5873-398X
Nadya Febriani Meldi Universitas Tanjungpura https://orcid.org/0009-0000-9528-2730

DOI:

https://doi.org/10.46918/equals.v8i2.3042

Keywords:

Conceptual Understanding, Symmetric Design, Discrete Mathematics, Balanced Incomplete Block Design (BIBD), Problem Solving

Abstract

is study aims to analyze students’ conceptual understanding in solving problems related to symmetric designs in a Discrete Mathematics course using a qualitative descriptive approach. The participants consisted of 22 students from the Mathematics Education Study Program at Universitas Tanjungpura. The research instruments included an essay test comprising one item with two sub-questions, which was validated through content and item validity, as well as semi-structured interviews that supported the findings but were not subjected to an instrument validation process. Based on the test results, two students were selected for in-depth analysis to represent the high and medium categories of conceptual understanding. Data were analyzed using Miles and Huberman’s framework of data reduction, data display, and conclusion drawing, complemented by interview results. The findings show that 72.73% of students demonstrated a high level of conceptual understanding, while 27.27% fell into the medium category. Differences in students’ understanding were evident in their ability to restate definitions, explain relationships among design parameters, and apply procedures for constructing new designs. Some students exhibited structured mathematical reasoning, whereas others focused primarily on procedural steps. These results highlight the need for instructional strategies that integrate conceptual and procedural understanding, ensuring that students not only perform computations but also comprehend the underlying structure and properties of symmetric designs.

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