Analyzing Students' Mathematical Conceptual Understanding Through Smart TV-Integrated Learning from the Perspective of Self-Regulated Learning

This study aims to describe the characteristics of students’ Self-Regulated Learning (SRL) and analyze their mathematical conceptual understanding through Smart TV-integrated learning based on their level of SRL. This study employed a descriptive qualitative approach involving 24 eighth-grade students of SMP Negeri 1 Buntu Pepasan as research participants. The data were collected through a Self-Regulated Learning questionnaire, a mathematical conceptual understanding test on the Pythagorean Theorem, in-depth interviews, observations, and documentation. The data were analyzed using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing and verification. The validity of the data was established through technique triangulation. The findings revealed that 33.33% of the students were categorized as having high SRL, 45.83% had moderate SRL, and 20.84% had low SRL. The students demonstrated mathematical conceptual understanding across six indicators: stating concepts, identifying concepts, applying concepts, relating concepts, solving problems, and drawing conclusions. Students with high SRL demonstrated stronger conceptual understanding across the indicators, particularly in selecting appropriate strategies, relating mathematical concepts to real-life situations, and evaluating their solutions. Students with moderate SRL demonstrated adequate conceptual understanding but still required guidance in several aspects, while students with low SRL experienced greater difficulties, particularly in relating concepts and solving contextual problems. These findings suggest that Smart TV-integrated mathematics learning can provide meaningful support for students’ conceptual understanding, particularly when accompanied by strong self-regulation skills. Therefore, integrating digital learning media with the development of students’ self-regulated learning may provide a valuable approach to supporting meaningful mathematics learning.