<![CDATA[This study aims to analyze and describe students’ mathematical conceptual understanding of Algebra at MTsN 6 Kerinci. A descriptive qualitative approach was employed with 12 eighth-grade students. Data were collected through a mathematical conceptual understanding test, interviews, and documentation, and analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings showed that students’ conceptual understanding was categorized as good, with a mean score of 72.22. Two students (16.67%) were categorized as very good, three (25.00%) as good, and seven (58.33%) as moderate. Indicator achievement was highest for providing examples and non-examples and representing concepts in various mathematical forms, with each reaching 69.44%, followed by restating concepts at 66.67%. In contrast, classifying objects based on concepts reached 44.44%, while applying concepts in problem-solving was the lowest at 41.67%. Interviews revealed that students generally understood basic Algebraic concepts but struggled to integrate conceptual characteristics when classifying objects, connect concepts to contextual problems, and communicate mathematical reasoning systematically. These findings indicate that Algebra instruction should prioritize improving students’ abilities to classify objects based on concepts and apply concepts in problem-solving, as these were the two lowest-achieving indicators, at 44.44% and 41.67%, respectively. Therefore, instruction should provide more activities that train students to identify and distinguish objects based on conceptual characteristics and to connect Algebraic concepts with contextual situations through problem-solving. In addition, students should be encouraged to explain the mathematical reasoning underlying each solution step so that they can systematically integrate conceptual understanding with its application.]]>
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