The Influence of Neuroscience-Based Digital Literacy and Metacognitive Skills on Junior High School Students' Conceptual Understanding of Mathematics
Keywords:
Neuroscience-Based Digital Literacy, Metacognitive Skills, Conceptual Understanding of Mathematics
Abstract
This study aims to analyze the influence of neuroscience-based digital literacy and metacognitive skills on junior high school students' conceptual understanding of mathematics in Denpasar City. The study used a quantitative explanatory approach with a descriptive design.ex post factocorrelational. The research population was students from three junior high schools in Denpasar City, namely schools A, B, and C, with a sample of 218 students determined using the techniqueproportional random sampling. Data on neuroscience-based digital literacy and metacognitive skills were collected through questionnaires, while data on mathematical conceptual understanding were obtained through tests. Data analysis was conducted using descriptive statistics, prerequisite analysis tests, and multiple linear regression. The results showed that neuroscience-based digital literacy had a positive and significant effect on mathematical conceptual understanding, as well as metacognitive skills. Simultaneously, both variables also had a positive and significant effect on students' mathematical conceptual understanding. The coefficient of determination value showed that 56.2% of the variation in mathematical conceptual understanding could be explained by the two independent variables, while 43.8% was influenced by other factors outside the study. These findings emphasize the importance of strengthening neuroscience-based digital literacy and metacognitive skills in mathematics learning.
References
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Muhaimin, L. H., & Juandi, D. (2023). The Role of Learning Media in Learning Mathematics: A Systematic Literature Review. Journal of Mathematics and Mathematics Education, 13(1), 85–107. https://doi.org/10.20961/jmme.v13i1.74425
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Saharani, T., & Abadi, A. M. (2024). The Development of Interactive Learning Media Based on Discovery Learning Oriented to Students’ Concept Understanding and Mathematical Disposition. AL-ISHLAH: Jurnal Pendidikan, 16(4), 5220–5231. https://doi.org/10.35445/alishlah.v16i4.5681
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Wulandari, I. G. A. P. A., Krisnayani, P. A., & Noviyanti, P. L. (2025). Analisis Kemampuan Literasi Matematika Siswa Dalam Penyelesaian Soal Cerita Statistika Ditinjau Dari Gaya Belajar Pada Siswa Kelas VIII D SMP Dwijendra Tahun 2024/2025. Emasains: Jurnal Edukasi Matematika Dan Sains, 14(2), 182–190. https://doi.org/10.59672/emasains.v14i2.5338
Xie, Y., Zeng, F., & Yang, Y. (2024). A Meta-Analysis of the Relationship Between Metacognition and Academic Achievement in Mathematics: From Preschool to University. Acta Psychologica, 249, 104486. https://doi.org/10.1016/j.actpsy.2024.104486
Yestina, R., Ratnaningsih, N., Rahayu, D. V., & Ni’mah, K. (2024). Meta-Analysis: The Effect of Project-Based Learning toward Mathematical Concepts Understanding in Term of Learning Media Utilization. Edumatika: Jurnal Riset Pendidikan Matematika, 7(1), 14–30. https://doi.org/10.32939/ejrpm.v7i1.3514
Amaliah, N., Ramdhani, L., Hardyanti, H., & Rahmawan, A. (2025b). The Effectiveness of the Assure Learning Model Assisted by Audio-Visual Media on Digital Literacy and Conceptual Understanding of Mathematics in Students at SMP Negeri 4 Bolo. Jurnal Ilmiah Mandala Education, 11(4), 1105–1116. https://doi.org/10.58258/jime.v11i4.9537
Asriana, A., Wulandari, I. G. A. P. A., & Suwija, I. K. (2021). Analisis Proses Pembelajaran Matematika Daring Menggunakan Whatsapp Pada Masa Pandemi Covid-19 Di Kelas VIII SMP TP. 45 Denpasar Tahun Ajaran 2020/2021. Jurnal Pembelajaran Dan Pengembangan Matematika, 1(2), 131–138. https://doi.org/10.36733/pemantik.v1i2.2934
Ayd\in, U., & Özgeldi, M. (2024). What’s Metacognition Got to Do with the Relationship between Test Anxiety and Mathematics Achievement? European Journal of Psychology of Education, 39(3), 2509–2529. https://doi.org/10.1007/s10212-024-00797-7
Aydın, U., & Özgeldi, M. (2024). What’s Metacognition Got to Do with the Relationship Between Test Anxiety and Mathematics Achievement? European Journal of Psychology of Education, 39, 2509–2529. https://doi.org/10.1007/s10212-024-00797-7
Chimmalee, B., & Anupan, A. (2022). Enhancement of Mathematical Conceptual Understanding in a Cloud Learning Environment for Undergraduate Students. International Journal of Engineering Pedagogy, 12(6), 50–69. https://doi.org/10.3991/ijep.v12i6.33775
Creswell, J. W., & Creswell, J. D. (2021). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6th ed.). Sage.
Hidayati, N., & Kusumawati, D. (2022). Pengaruh pembelajaran berbasis koneksi matematis terhadap kemampuan konseptual siswa. Jurnal Math Didactic, 6(1), 44–52.
Hidayati, N., Sukestiyarno, Y. L., Pujiastuti, E., Sugiman, & Waluya, S. B. (2025). Students’ Mathematical Literacy in Terms of Metacognitive Awareness. Infinity Journal, 14(4), 839–860. https://doi.org/10.22460/infinity.v14i4.p839-860
Juandi, J., Sugiatno, S., & Noviani, E. (2025). Enhancing Students’ Conceptual Understanding of Trigonometric Functions Through {GeoGebra}-Based Learning. Al-Jabar: Jurnal Pendidikan Matematika, 16(1), 55–70. https://doi.org/10.24042/ajpm.v16i1.25653
Kanata, M., Noviyanti, P. L., & Payadnya, I. P. A. A. (2022a). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Pemecahan Masalah pada Pokok Bahasan Sistem Persamaan Linear Dua Variabel Berdasarkan Prosedur Newman di Kelas VIII 9 SMP Negeri 7 Denpasar Tahun Ajaran 2021/2022. Jurnal Pembelajaran Dan Pengembangan Matematika, 2(2), 179–193. https://doi.org/10.36733/pemantik.v2i2.5098
Kanata, M., Noviyanti, P. L., & Payadnya, I. P. A. A. (2022b). Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Pemecahan Masalah Pada Pokok Bahasan Sistem Persamaan Linear Dua Variabel Berdasarkan Prosedur Newman Dikelas VIII 9 SMP Negeri 7 Denpasar Tahun Ajaran 2021/2022. Jurnal Pembelajaran Dan Pengembangan Matematika, 2(2), 179–193. https://doi.org/10.36733/pemantik.v2i2.5098
Kandaga, T., Krisnadi, E., Nurhayati, S., & Gusti, V. Y. K. (2024). Improving Indonesian Students’ Mathematical Literacy with Brain-Based Learning: A Comparative Study of PISA Scores. Jurnal Konseling Dan Pendidikan, 12(3), 99–111. https://doi.org/10.29210/1118500
Kustiyarto, R. A., & Marhaeni, N. H. (2024). Systematic Literature Review: Development of Construct 2-Based Educational Games to Enhance Mathematical Conceptual Understanding and Digital Literacy. Scientia: Journal of Mathematics Education, 1(2). https://doi.org/10.56773/sjme.v1i2.9
Lestari, M., & Gunawan, R. (2022). Metode Pembelajaran Efektif Berbasis Neurosains. Jurnal Pendidikan Inovatif.
Lubis, A., & Nasution, S. (2022). Enhancing Conceptual Understanding Through Cognitive and Digital Integration in Mathematics Learning. European Journal of Educational Research, 11(3), 1345–1362.
Muhaimin, L. H., & Juandi, D. (2023). The Role of Learning Media in Learning Mathematics: A Systematic Literature Review. Journal of Mathematics and Mathematics Education, 13(1), 85–107. https://doi.org/10.20961/jmme.v13i1.74425
OECD. (2018). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing.
Rahmawati, D., & Kurniawan, H. (2022). Collaborative Mathematics Learning and Conceptual Understanding: A Case Study. Jurnal Pendidikan Dan Pembelajaran, 29(3), 211–225.
Saharani, T., & Abadi, A. M. (2024). The Development of Interactive Learning Media Based on Discovery Learning Oriented to Students’ Concept Understanding and Mathematical Disposition. AL-ISHLAH: Jurnal Pendidikan, 16(4), 5220–5231. https://doi.org/10.35445/alishlah.v16i4.5681
Saputra, W., Andriani, S., & Dewi, N. R. (2024). The Effect of Video-Assisted Brain-Based Learning Model on Mathematical Critical Thinking and Mathematical Problem Solving Skills. AlphaMath: Journal of Mathematics Education, 10(2), 205–220. https://doi.org/10.30595/alphamath.v10i2.22115
Sugiyono. (2021). Metode Penelitian dan Pengembangan (R&D). Alfabeta.
Sugiyono. (2022). Metode Penelitian Kualitatif, Kuantitatif, dan R&D. Alfabeta.
Suharja D., M. A., & Oktari, R. (2024). Peran Guru dalam Implementasi Neurosains Kognitif. Jurnal Pendidikan Dasar.
Thomas, M. S. C., Ansari, D., & Knowland, V. C. P. (2022). Annual Research Review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 63(4), 436–452.
Tokuhama-Espinosa, T. (2020). The Neuroscience of Learning and Development: Enhancing Creativity, Compassion, Critical Thinking, and Peace in Higher Education. Routledge.
Wulandari, I. G. A. P. A., Krisnayani, P. A., & Noviyanti, P. L. (2025). Analisis Kemampuan Literasi Matematika Siswa Dalam Penyelesaian Soal Cerita Statistika Ditinjau Dari Gaya Belajar Pada Siswa Kelas VIII D SMP Dwijendra Tahun 2024/2025. Emasains: Jurnal Edukasi Matematika Dan Sains, 14(2), 182–190. https://doi.org/10.59672/emasains.v14i2.5338
Xie, Y., Zeng, F., & Yang, Y. (2024). A Meta-Analysis of the Relationship Between Metacognition and Academic Achievement in Mathematics: From Preschool to University. Acta Psychologica, 249, 104486. https://doi.org/10.1016/j.actpsy.2024.104486
Yestina, R., Ratnaningsih, N., Rahayu, D. V., & Ni’mah, K. (2024). Meta-Analysis: The Effect of Project-Based Learning toward Mathematical Concepts Understanding in Term of Learning Media Utilization. Edumatika: Jurnal Riset Pendidikan Matematika, 7(1), 14–30. https://doi.org/10.32939/ejrpm.v7i1.3514
Published
2026-06-16
How to Cite
Diah Ary Puspitarini, Mohammad Syaifuddin, & Abdulkadir Rahardjanto. (2026). The Influence of Neuroscience-Based Digital Literacy and Metacognitive Skills on Junior High School Students’ Conceptual Understanding of Mathematics. International Journal of Education, Vocational and Social Science , 5(03), 1539-1550. https://doi.org/10.63922/ijevss.v5i03.4372
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