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International Journal of Applied Learning and Research in Algebra
Published by Edupedia Publisher
ISSN : -     EISSN : 30639824     DOI : 10.56855
Core Subject : Education,
Mathematics
This journal significantly contributes to our understanding of algebra material in education. We are open to submissions on all relevant topics and are specifically interested in the following research areas: Research articles about the theory and practical applications of algebra. An exhaustive examination of the existing body of literature on algebra education. Empirical study report on the teaching and learning of algebra Analysis and creation of an algebra curriculum Emerging approaches and cutting-edge strategies in the instruction of algebra An interdisciplinary study that establishes connections between algebra and other academic disciplines.
Arjuna Subject : Matematika - Aljabar dan Teori Bilangan
Articles 5 Documents
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Search results for , issue "vol. 3 no. 2 (2026)" : 5 Documents clear
Analysis of Students' Ability to Understand The Concept of Compositional Function Dwika Saputri; Reni Wahyuni; Raman Kumar
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i2.2393

Abstract

Purpose – This study aims to analyze students' ability to understand the concept of compositional functions based on indicators of understanding mathematical concepts. Understanding concepts is important in learning composition functions because students not only need to be able to do calculations, but also understand and apply concepts appropriately. Methodology – This study uses a qualitative approach with a qualitative descriptive research type. The research subjects consisted of six grade XI students at one of the Vocational High Schools (SMK) in Pekanbaru City in the even semester of the 2025/2026 school year. Subjects were selected using purposive sampling based on the results of the concept comprehension test. Data were collected through a description test consisting of two questions of composition function material. Data analysis is carried out based on two indicators of concept understanding, namely applying concepts algorithmically and presenting concepts in various mathematical representations. The percentage of achievement of each indicator is calculated based on the number of students who meet the indicators. Findings – The results of the study show that students' abilities are in the high category. The indicator applied concepts algorithmically reached a percentage of 83.33%, while the indicator presented concepts in various mathematical representations reached 100%. However, errors are still found in the application of composition procedures, especially in the process of function substitution. Novelty – This study provides an overview of the ability to understand the concept of composition function based on two indicators specifically in vocational school students. Significance – The results of the research can be an input for teachers in designing learning that emphasizes understanding of concepts, procedural accuracy, and the use of various mathematical representations.
Analysis of Conceptual Errors of High School Students Class XI Rows and Series Materials Naufal Hilmiy; Lilis Marina Angraini; Muhammad Sajjad
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i2.2021

Abstract

Purpose – This study aimed to analyze conceptual errors made by 11th grade high school students when solving mathematics problems related to sequences and series, as well as to identify the factors that cause these errors. Methodology – The method used is descriptive research with a qualitative approach. The subjects in this study consisted of 33 11th grade students at Pekanbaru State High School, who were selected using purposive sampling. Findings – Data were obtained through written tests and interviews, then analyzed using qualitative descriptive methods. The findings revealed that the most common type of error made by students was procedural errors, followed by errors in operations and conceptual errors. The main causes of these errors were a lack of basic understanding, inaccuracy in selecting and using formulas, and a lack of precision in calculating. Novelty – The novelty of this study lies in its comprehensive analysis of students’ errors—covering conceptual, procedural, and operational aspects of sequences and series—as well as the identification of their underlying causes through a combination of test data and interviews, thereby providing a more in-depth understanding.. Significance – This study is important in providing real insight into the difficulties students face in understanding sequences and series. The results of this study are expected to serve as a reference for teachers in designing better learning methods to improve students' conceptual understanding and learning outcomes.
From Concept Recognition to Problem Solving: An Indicator-Level Analysis of Students’ Conceptual Understanding of Algebra Reva Gustri Sarah; Hari Sumardi; Edi Susanto
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i2.2414

Abstract

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.
Wordwall-Supported Mathematics Instruction and Junior High School Students’ Mathematical Creative Thinking: A Quasi-Experimental Stud Virna Jatnika Sary; Ratu Sarah Fauziah Iskandar; Abdul Baist; Muhammad Azam
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i2.2455

Abstract

Purpose – This study examines the effect of Wordwall-supported mathematics instruction on junior high school students’ mathematical creative thinking, with particular attention to fluency, flexibility, originality, and elaboration. It addresses the limited empirical evidence on how digital game-based learning supports domain-specific mathematical creativity in secondary education. Methodology – A quasi-experimental pretest–posttest nonequivalent control-group design involved 60 Grade 8 students in Tangerang, Indonesia. Thirty students received Wordwall-supported instruction and 30 received regular instruction. Mathematical creative thinking was measured using five open-ended tasks. Posttest scores were analysed using ANCOVA with pretest scores as a covariate, while normalised gain was used as a supplementary measure of improvement. Findings – After controlling for baseline performance, the experimental group achieved a higher adjusted posttest mean (86.73) than the control group (80.60), with an adjusted mean difference of 6.13 points, 95% CI [2.51, 9.74], F(1, 57) = 11.52, p = .001, partial η² = .168. The experimental group also showed a higher normalised gain (0.659 vs. 0.502), p = .002, with Hedges’ g = 0.85. Novelty – The study provides domain-specific evidence that Wordwall can support mathematical creativity when digital tasks are deliberately designed to elicit multiple solutions, strategic flexibility, original responses, and elaborated reasoning. Significance – The findings extend international research on digital game-based mathematics learning by showing how a widely accessible platform can support creative mathematical thinking in a lower-secondary context, offering a transferable instructional principle for technology-enhanced mathematics classrooms across diverse educational settings.
Students' Mathematical Understanding According to Kilpatrick and Findell: The Number Pattern Generalisation Process of Junior Secondary School Students Syafruddin Kaliky; Sufyani Prabawanto; Arifin Tusiek
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i2.2478

Abstract

This study explores how junior secondary school students generalise number patterns, viewed through Kilpatrick and Findell's framework of mathematical understanding, which covers conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. Employing a qualitative descriptive design, the research was conducted among 30 Year 8 students at an Islamic junior secondary school in Ambon City. A screening test, informal interviews, and repeated testing until data saturation identified two students, coded WNF and FF, who consistently demonstrated four key indicators of mathematical understanding: restating a concept in their own words, categorising objects based on whether they meet defining criteria, applying the concept through correct algorithms, and providing examples drawn from prior learning. NVIVO 12 Plus was used to map out and visualise each subject's line of reasoning. Data analysis followed the Miles and Huberman model, involving data collection, reduction, display, and conclusion drawing/verification. Findings revealed that both students progressed from a recursive strategy identifying the difference between consecutive terms toward a symbolic, correspondence-based strategy, expressing the nth term through either the arithmetic sequence formula Un = a + (n − 1)b or the quadratic formula Un = an² + bn + c. This shift reflected a coherent connection among conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning, consistent with Kilpatrick and Findell's model. The study suggests that instruction on number patterns in junior secondary school should be intentionally structured to support students' movement from recursive to correspondence-based strategies, thereby deepening their overall mathematical understanding.

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