Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Progressive of Cognitive and Ability International Journal of Applied Learning and Research in Algebra
Muhammad Sajjad
King Mongkut's University of Technology Thonburi
Education Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Tracing Conceptual Errors in Grade 11 Students’ Reasoning About Sequences and Series Naufal Hilmiy; Lilis Marina Angraini; Muhammad Sajjad
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i2.2021

Abstract

Purpose – This study investigates conceptual errors in Grade 11 students’ solutions to sequences-and-series problems and examines the reasoning underlying these errors by distinguishing conceptual, procedural, and operational breakdowns. Methodology – A qualitative descriptive design involved 33 Grade 11 students from a public senior high school in Pekanbaru, Indonesia. Students completed a written diagnostic test, followed by semi-structured interviews with selected participants whose responses represented recurrent or analytically significant errors. Written solutions were examined step by step, while interview data were used to reconstruct students’ interpretations, formula choices, and reasoning. Error frequencies served as descriptive support for the qualitative analysis. Findings – Error patterns varied across test items. Procedural errors were most prominent in Item 1 (52%), operational errors in Item 2 (27%), while conceptual errors reached 45% in Item 3 and 76% in Item 5. Conceptual difficulties were particularly evident when students had to interpret contextual information, identify underlying mathematical structures, and select appropriate relationships or formulas. Similar incorrect answers were found to originate from different reasoning processes. Novelty – The study moves beyond classifying incorrect answers by tracing how errors emerge within students’ mathematical reasoning. Linking written solutions with interview explanations distinguishes conceptual misunderstanding from procedural breakdowns and computational inaccuracies. Significance – The findings provide a diagnostic basis for targeted instruction. They enable teachers to match remedial strategies to specific sources of difficulty rather than treating all incorrect responses as equivalent.
Cooperative Learning Models as an Innovative Strategy in Biology Lesson Planning: A Literature Review Irda Wahidah Nasution; Nurul Hidayah Nasution; Muhammad Sajjad
Progressive of Cognitive and Ability Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v5i1.2465

Abstract

Purpose – This study examines how education contributes to community welfare through employment opportunities, poverty reduction, social mobility, and improved capacity to respond to social and economic change. It also explores how educational awareness in Sambirejo Village reflects a shift from reliance on material assets toward knowledge as a resource for long-term well-being. Methodology – A qualitative literature-based approach was employed to examine the relationship between education and community welfare. Relevant literature was reviewed to identify recurring patterns and explanatory perspectives concerning the social and economic value of education. Data credibility was strengthened through source and theoretical triangulation. Analysis involved data collection, reduction, presentation, verification, and conclusion drawing. Findings – Education improves welfare by expanding employment opportunities, supporting social mobility, strengthening adaptability, and contributing to poverty reduction. In Sambirejo Village, education is increasingly perceived as long-term social and economic capital rather than merely formal schooling. Its contribution to welfare also depends on accessibility, quality, inclusiveness, and relevance to community needs. Novelty – The study conceptualises education as knowledge-based capital that shapes not only employment and income prospects but also community perceptions of security, mobility, and future opportunities. Significance – The findings support education policies that prioritise accessible, inclusive, and contextually relevant learning. Such policies can strengthen employability, social participation, community resilience, and sustainable pathways out of poverty.
Co-Authors Irda Wahidah Nasution Lilis Marina Angraini Naufal Hilmiy Nurul Hidayah Nasution