<![CDATA[This study aimed to describe the implementation of algebra value cards based on in mathematics learning on algebra topics and to illustrate changes in students’ learning interest and academic achievement before and after the use of the media. The study employed a qualitative approach with a descriptive comparative design. The participants consisted of 13 seventh-grade students of SMP Negeri 5 Loura. Data were collected through observation, interviews, comprehension tests, and documentation. The data were analyzed using a descriptive comparative technique by comparing students’ learning interest, conceptual understanding, and academic achievement before and after the implementation of the visual learning style-based algebra value cards. The findings revealed that before the implementation of the media, students showed a relatively high interest in mathematics learning but still experienced difficulties in understanding abstract algebraic concepts, particularly in distinguishing variables, coefficients, and constants, as well as identifying like terms. After the implementation of visual learning style-based algebra value cards, students became more actively involved in learning activities and demonstrated a better understanding of algebraic concepts. The use of colors, symbols, and shapes on the cards helped students recognize algebraic elements and solve problems more systematically. Test results and students’ work indicated improvements in conceptual understanding and learning achievement compared to the condition before the use of the media. Therefore, algebra value cards based on visual learning styles can be used as an alternative instructional medium to help students understand algebraic concepts in a more concrete, engaging, and meaningful way]]>
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