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All Journal International Journal of Applied Learning and Research in Algebra
Reni Wahyuni
Islamic University of Riau
Mathematics

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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 Indicator-Based Analysis of Students’ Numeracy in Statistics: A Qualitative Descriptive Study Adelia Septina Prameslani; Ike Silvia; Reni Wahyuni; Dwika Saputri
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.v3i1.1943

Abstract

Purpose – This study analyzes Grade VIII junior high school students’ numeracy ability in statistics based on numeracy indicators. Numeracy is essential for everyday life because it enables individuals to understand, use, and evaluate quantitative information in real-world contexts, including making decisions from data. Methodology – Using a phenomenological approach with a qualitative descriptive design, this study involved 35 Grade VIII students. Data were collected through a numeracy test consisting of numerical description tasks aligned with three indicators: (1) using numbers and basic mathematical symbols, (2) analyzing data in visual form (tables/graphs), and (3) interpreting analytical results as a basis for decision-making. Students’ responses were analyzed descriptively by indicator to determine achievement and identify recurring difficulties. Findings – Performance was highest on using numbers and basic mathematical symbols (82.5%), followed by analyzing visually presented data (61.79%). The lowest achievement was found in interpreting results for decision-making (21.07%). These results suggest that while many students can apply basic numerical procedures and read visual data, they struggle to connect statistical results to justified decisions. Instruction should therefore emphasize interpretation and decision-making through authentic, context-based data tasks. Novelty – This study offers an indicator-based profile of statistical numeracy using numerical description tasks within a phenomenological, qualitative-descriptive framework, revealing decision-making as the weakest indicator. Significance – The findings inform teachers, curriculum developers, and assessment designers in developing learning and assessment strategies that strengthen students’ statistical interpretation and data-driven decision-making skills.
Co-Authors Adelia Septina Prameslani Annisa Fachraini Siregar Dwika Saputri Ike Silvia Sevilla Tita Azzahra