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Journal : International Journal of Applied Learning and Research in Algebra

Exploring Numeracy Skills in Algebra: A Cognitive Reasoning Analysis of Middle School Students in Indonesia Sa’dah, Nella Rodiya; Afri, Lusi Eka; Nurrahmawati, Nurrahmawati; Arcat, Arcat
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i1.1332

Abstract

This study aims to describe the numeracy ability of students at the cognitive level of reasoning grade VIII State Junior High School 5 Rambah Hilir in solving algebraic domain numeracy problems. This study uses a qualitative approach with a descriptive type. The subjects in this study are students in grades VIII-3 of State Junior High School 5 Rambah Hilir which totals 23 students. Then 6 students with qualifications 2 students with high numeracy skills, 2 students with moderate numeracy skills and 2 students with low numeracy skills were selected as interview subjects. The technique of checking the validity of the data uses triangulation techniques. The results of the study showed that the numeracy ability of students at the cognitive level of reasoning at State Junior High School 5 Rambah Hilir, namely students with a high level of numeracy ability at the cognitive level of reasoning, were able to meet the three indicators of numeracy ability at the cognitive level of reasoning, namely namely analyzing data and information, evaluating, and inferring. Students with a level of numeracy ability at the cognitive level of moderate reasoning are only able to meet two indicators of numeracy ability at the cognitive level of reasoning, namely analyzing data and information, and evaluating. Students with a low level of numeracy ability at the cognitive level of reasoning are only able to meet one indicator of numeracy ability at the cognitive level of reasoning, namely analyzing data and information.
Students' Errors in Solving Algebraic Dominant Numeration Problems Based on Kastolan Theory Suryani , Pitri; Nurrahmawati, Nurrahmawati; Afri, Lusi Eka; Arcat, Arcat
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i2.1491

Abstract

Minimum competency assessment is a basic competency that all students need to be able to develop their own abilities and play an active role in society in positive activities. Minimum competency assessment aims to measure students' cognitive learning outcomes which include reading literacy and numeracy competencies. This study aims to determine the types of errors made by students in solving algebraic domain numeracy problems based on the kastolan theory, namely: (1) conceptual errors, (2) procedural errors, (3) technical errors. The research that has been conducted is a qualitative descriptive study with a research instrument of three AKM type algebra essay questions on 26 class VIII 3 students at SMP N 1 Tambusai. The results obtained based on the results of student answer sheets include: (1) conceptual errors of 30.76%, procedural errors of 38.46%, and technical errors of 32.05%. It can be concluded that the mistakes that students often make are procedural errors. The results of this study provide an overview of the various errors made by students in solving algebraic domain AKM problems, so that they can determine follow-up actions so that students' numeracy skills become better.
Linking Representation and Reasoning: An Analysis of Mathematical Communication in Algebraic Word-Problem Solving Najmy, Zhafirah; Nurrahmawati, Nurrahmawati; Arcat, Arcat; Afri, Lusi Eka
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.v3i1.1945

Abstract

Purpose – Mathematical communication is essential in 21st-century mathematics learning because it enables students to represent, explain, and interpret ideas when solving contextual problems. This study aimed to describe seventh-grade students’ mathematical communication in solving algebraic word problems. Methodology – A qualitative descriptive design was used. Seventh-grade students at SMP Negeri 3 Rambah Hilir were purposively selected to represent high-, middle-, and low-achieving groups based on classroom performance and test results. Data were collected using an algebraic word-problem written test and semi-structured interviews. Analysis followed data reduction, data display, and conclusion drawing. Mathematical communication was examined using three indicators: (1) translating contexts/diagrams into mathematical language or models; (2) explaining mathematical ideas and relationships in writing; and (3) reading and interpreting written mathematical representations. Findings – Students’ mathematical communication was low. High-achieving students met all indicators, producing accurate representations and coherent written reasoning. Middle-achieving students generally met indicators (1) and (3), but their written explanations (indicator 2) were incomplete or unclear. Low-achieving students struggled across indicators, particularly in forming algebraic models and interpreting representations, leading to incorrect or incomplete solutions. The results highlight the need for explicit scaffolding of representation, written explanation, and interpretation in algebraic word-problem instruction. Novelty – This study offers an indicator-based profile of mathematical communication in algebraic word-problem solving across achievement levels using combined test and interview evidence. Significance – The findings support teachers and curriculum developers in designing learning activities and assessments that strengthen communication, representation, and reasoning in junior secondary algebra.