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p-Index From 2021 - 2026
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All Journal Indonesian journal of teaching and learning International Journal of Applied Learning and Research in Algebra
Sevilla Tita Azzahra
Islamic University of Riau
Education Languange, Linguistic, Communication & Media Mathematics Other

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Profiling Seventh-Grade Students’ Mathematical Connections in Rational Number Topics: A Study at an Islamic Integrated Junior High School in Pekanbaru Sevilla Tita Azzahra; Annisa Fachraini Siregar; Reni Wahyuni
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1942

Abstract

Purpose – This study describes seventh-grade students’ mathematical connection ability in rational number topics at an Islamic Integrated Junior High School in Pekanbaru, prompted by recurring difficulties with cross-conceptual and contextual problem solving. Methodology – Using a descriptive qualitative design and purposive sampling, three Grade VII students were selected to represent high (DP), medium (KY), and low (IS) achievement. Data were gathered through a written test (three rational-number tasks) and in-depth interviews guided by NCTM (2000) mathematical connection indicators. Analysis included data reduction, indicator-based coding, test–interview triangulation, and conclusion drawing. Findings – DP satisfied all three indicators consistently. KY met some indicators but showed weaknesses in symbolization and contextual application. IS showed limited connections within mathematics, across disciplines, and to daily-life situations. Connection ability varied with conceptual understanding and independence, suggesting the need for more contextually and integratively focused instruction on rational numbers. Novelty – The study offers detailed qualitative profiles of mathematical connections in rational numbers across three distinct ability levels using NCTM (2000) indicators. Significance – Results support teachers, curriculum developers, and researchers in designing learning tasks and interventions that explicitly cultivate mathematical connections.
An in-Depth Analysis of Students’ Mathematical Connections in the Context of the Pythagorean Theorem Sevilla Tita Azzahra; Allysa Ramadhani Octafian; Padilah Rahmah; Cerio Rahmat Fajar; Suripah
Indonesian Journal of Teaching and Learning (INTEL) Vol. 4 No. 3 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i3.1485

Abstract

Purpose – Mathematical connection ability is a high-order thinking skill necessary for linking mathematical concepts across topics, disciplines, and real-life contexts. Preliminary observations suggest that many students struggle to establish these connections, particularly when learning the Pythagorean Theorem. Methodology – This study employed a qualitative descriptive research design using a case study method. The sample consisted of 22 students, with four participants purposively selected to represent varying levels of mathematical connection ability. Data were collected through a six-item written test developed based on NCTM indicators and supported by semi-structured interviews for triangulation. Data were analyzed qualitatively to identify patterns in students' mathematical connection performance. Findings – The study found that students generally demonstrated high levels of mathematical connection ability, with a mean score of 70.26%. Most students were able to connect mathematical concepts across different topics and disciplines. However, they encountered difficulties in applying mathematical ideas to real-life situations. These findings highlight the gap between theoretical understanding and practical application. Novelty – This study contributes to the literature by providing in-depth insights into students’ levels of mathematical connection ability, particularly in contextual problem-solving involving the Pythagorean Theorem. Significance – The findings are beneficial for mathematics educators, curriculum designers, and educational policymakers to enhance instructional strategies and support applied mathematical thinking in students.
Co-Authors Allysa Ramadhani Octafian Annisa Fachraini Siregar Cerio Rahmat Fajar Padilah Rahmah Reni Wahyuni Suripah