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All Journal Journal on Mathematics Education (JME) JURNAL PENDIDIKAN TAMBUSAI Journal of Authentic Research on Mathematics Eduacation (JARME) JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Koordinat : Jurnal Pembelajaran Matematika dan Sains Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Ethnomathematics Journal Uninus Journal of Mathematics Educations and Science (UJMES) Jurnal Pengabdian Pada Masyarakat
Dedi Muhtadi, Dedi
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Factors Contributing To Students’ Difficulties In Number Pattern Generalization: A Thematic Qualitative Meta-Analysis Within The Framework Of Early Algebraic Thinking Azis, Nazwa Wulandari; Muhtadi, Dedi; Sukirwan
Koordinat Jurnal MIPA Vol. 6 No. 2 (2025)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v6i2.183

Abstract

This study examines students’ difficulties in generalizing number patterns and their multidimensional interactions within early algebraic thinking. A thematic qualitative meta-analysis of 15 Scopus-indexed articles (2019–2024) was conducted under the PRISMA protocol using open coding and thematic clustering (κ = 0.82). Five categories of difficulty were identified: reasoning–generalization (80%), conceptual (73%), procedural–operational (60%), strategic (47%), and didactic (40%). Reasoning–generalization difficulties involved students’ inability to identify relationships or formulate general rules, while conceptual and procedural weaknesses reflected misconceptions of pattern structures and errors in extending sequences. Strategic and didactic challenges were linked to limited problem-solving approaches and insufficient scaffolding. The findings highlight dynamic interactions—especially between conceptual and procedural factors—and emphasize teachers’ mediating role in fostering the transition from arithmetic to algebraic symbolization
KESULITAN BELAJAR SISWA DALAM PERSAMAAN KUADRAT: TINJAUAN LITERATUR MELALUI PERSPEKTIF ANALISIS KESALAHAN Nurohman, Angga; Muhtadi, Dedi; Sukirwan
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 2 (2025): Juli 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i2.3990

Abstract

Quadratic equations are one of the fundamental components of secondary-level mathematics education and serve as a gateway to more advanced topics such as algebra, functions, and calculus. Despite their curricular significance, numerous studies have documented that students consistently experience difficulties in understanding and solving quadratic equations. This study aims to identify and classify the types of students’ learning difficulties related to quadratic equations through a systematic literature review. Using an error analysis framework, this review synthesizes findings from 14 peer-reviewed journal articles published between 2015 and 2024. The inclusion criteria cover studies that specifically examine students’ errors, misconceptions, and learning obstacles at the lower and upper secondary education levels. The review reveals three main categories of student difficulties: (1) conceptual misconceptions, such as a lack of understanding of the standard form or the properties of quadratic roots; (2) procedural errors, including incorrect application of solution methods such as factoring or completing the square; and (3) technical mistakes, such as sign errors and faulty algebraic manipulations. These findings highlight the complexity of learning quadratic equations and the importance of balancing conceptual understanding with procedural fluency in mathematics instruction. The study concludes that the implementation of error-based instructional strategies and diagnostic assessments can promote deeper comprehension and assist educators in identifying specific learning barriers. Implications for curriculum design, instructional practices, and future research directions are also discussed.
Co-Authors Apiati , Vepi Ardhiansah, Dian Azis, Nazwa Wulandari EKO YULIANTO Fadilah, Julva Rizky Fauzi, Rival Muhamad Firdaus, Naufal Fitria Utami, Rahmi Nur Haryati, Hamida Ibriz, Faradisa Amanda Isnarto Lia Rahmawati, Lia Mansyur, Muhammad Zulfikar Muflihah, Yeyen Nani Ratnaningsih Nurohman, Angga Rahayu, Diar Veni Redi Hermanto Ridwan, Irwan Muhammad RR. Ella Evrita Hestiandari Rudianti, Aripin Rudianti, Rindu Rully Charitas Indra Prahmana Solihah, Silvi Suhaya Suhaya, Suhaya Sukirwan Sukirwan Sukirwan Supratman Supratman, Supratman Tito, Alya Sa’diyah Azzahra Putri Utami, Rahmi Nur Fitria Veni Rahayu, Diar Virawanti, Tiana Warsito Warsito