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Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Published by Institut Agama Islam Negeri Lhokseumawe
ISSN : 27742865     EISSN : 27758990     DOI : 10.47766/arriyadhiyyat.v3i1
Core Subject : Education,
Education Mathematics
This journal aims to facilitate and promote dissemination of scholarly information on research and development in Mathematics and Mathematics Education. The articles published in this journal can result from research, conceptual thinking, ideas, innovations, best practices, and book reviews. The scopes of this journal include the following topic areas: 1. Algebra; 2. Analysis; 3. Applied mathematics; 4. Curriculum Development; 5. Educational Technology; 6. Geometry; 7. Instructions media; 8. Mathematics Teaching and Learning; 9. Statistics; 10. Teacher Education; 11. The curriculum; 12. Teacher education.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 72 Documents
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Effect of PhET-Assisted Discovery Learning on Junior High School Students’ Mathematical Conceptual Understanding Janna Aprilia Azhara; Muhammad Zaki; Guntur Maulana Muhammad
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 7 No. 1 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v7i1.7581

Abstract

This study examined whether discovery learning supported by PhET Simulation was associated with higher conceptual understanding of statistical measures of central tendency among junior secondary school students. A quantitative quasi-experimental method with a posttest-only control group design was employed. The participants were 50 Grade VIII students from SMP Negeri 2 Langsa, comprising 25 students in the experimental group and 25 students in the control group. The experimental group received discovery learning supported by PhET Simulation, whereas the control group received discovery learning without PhET Simulation. Data were collected using an essay-based test that assessed four indicators of conceptual understanding: classification, representation, example identification, and algorithmic application. Descriptive statistics and an independent-samples t-test were used after the normality and homogeneity assumptions had been examined. The experimental group achieved a higher mean posttest score (M = 78.76, SD = 17.06) than the control group (M = 62.88, SD = 21.50). The difference was statistically significant, t(48) = 2.89, p = .006, with a large effect size (Cohen’s d = 0.82). These findings indicate that students who participated in PhET-assisted discovery learning demonstrated higher conceptual understanding than those who participated in discovery learning without simulation support. The results suggest that integrating interactive simulations into discovery learning may support the teaching of statistical concepts
Error Patterns in Simplifying Rational Algebraic Expressions among Rural Congolese Students Cédric Lukaku
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 7 No. 1 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v7i1.7599

Abstract

This study investigated the error patterns exhibited by rural Congolese students when simplifying rational algebraic expressions. An exploratory qualitative design within an interpretive research paradigm was employed. The participants were 28 Algebra I students enrolled in a rural secondary school in the Democratic Republic of the Congo during the 2025 academic year. Data were collected using a specialist-validated evaluative test comprising 10 simplification items. The 28 students completed all 10 items, producing 280 responses. Students’ written solutions were examined item by item and classified using an adapted error framework encompassing symbolic, conceptual, reasoning, procedural, and technical difficulties. An error pattern was considered recurrent when it occurred in more than 30% of the participants’ responses. Of the 280 responses, 136 responses (48.6%) contained at least one error, whereas 106 responses (37.9%) were correct and 38 responses (13.6%) were unanswered. The most dominant categories were technical errors and errors associated with insufficient prior knowledge of algebraic facts, skills, and concepts. Recurring difficulties included incorrect factorization, mismanagement of negative signs, inappropriate application of algebraic rules, deficient manipulation of symbols, and difficulties simplifying notable products. These findings indicate that students’ errors were systematic and reflected both conceptual weaknesses and limited procedural fluency. Instruction should therefore emphasize explicit teaching of factorization, sign operations, algebraic equivalence, and step-by-step verification of symbolic procedures, particularly in rural and under-resourced learning environments.

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