<![CDATA[Purpose – This study examines seventh-grade students’ mathematical conceptual understanding of algebra and identifies areas of conceptual difficulty. The study responds to concerns about weak algebraic understanding, reflected in a mean daily assessment score of 49.21 at a junior secondary school in Bengkulu, Indonesia. Methodology – A descriptive qualitative design involved 36 seventh-grade students. Data were collected through a mathematical conceptual understanding test and follow-up interviews. Students’ responses were analysed across indicators of restating concepts, representing concepts, selecting appropriate procedures, and applying concepts to problem solving. Findings – No students were classified in the high category; 16 students (44.44%) were in the moderate category and 20 (55.56%) in the low category, with an overall mean score of 27.08. Achievement was highest for restating concepts (42%), followed by representing concepts (31%), using appropriate procedures (22%), and applying concepts in problem solving (13%). Interviews also identified learning environment, facilities, self-regulation, learning independence, and access to learning resources as contextual factors related to students’ difficulties. Novelty – The study provides an indicator-level diagnostic profile showing that students’ difficulties become more pronounced as algebraic understanding moves from recalling and representing concepts toward procedural selection and problem application. Significance – The findings contribute contextual evidence to international research on algebra learning by identifying a progression of conceptual difficulties that can inform diagnostic assessment and targeted instruction in comparable lower-secondary mathematics settings.]]>
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