THE DEVELOPMENT OF CONCEPTUAL UNDERSTANDING OF EXPONENTIAL FUNCTIONS IN TENTH-GRADE STUDENTS THROUGH DISCUSSION-BASED LEARNING COMBINED WITH THE USE OF TECHNOLOGY AND CHATGPT

Abstract

            This research aims to analyze the conceptual understanding of exponential functions among tenth-grade students through Discussion-Based Learning combined with the use of technology and ChatGPT. The target group consists of 40 tenth-grade students, and the study employs 14 lesson plans that incorporate technology and ChatGPT to facilitate learning. A conceptual understanding test in mathematics was used to collect data. Data analysis was conducted using basic statistics, including frequency, percentage, mean, and standard deviation, and content analysis was also applied.

            The results revealed that 1) the students' conceptual understanding of mathematics is moderate or above. This demonstrates the students' ability to appropriately apply theorems, rules, formulas, definitions, and properties, and to accurately reference relevant domains or conditions. However, some students lack diligence in verifying the correctness of these references in various contexts, which may lead to errors in calculations. 2) The students exhibited two types of mathematical misconceptions: those involving distortions of mathematical theorems, rules, formulas, definitions, and properties, and those due to excessive referencing beyond the intended domains or conditions.