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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 20 Documents
 1   2 
Analysis of Mathematical Creative Thinking Ability Based on Students' Academic Ability Madya, Nana Karina; Angraini, Lilis Marina; Bonyah, Ebenezer
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i1.1331

Abstract

This study aims to analyze students' mathematical creative thinking skills based on their academic abilities. The essential elements that include creative thinking are 1) fluency; 2) flexibility; 3) originality; 4) Elaboration. This study uses descriptive research with a qualitative approach. The subject in this study is a student of Junior High School 4 Koto Gasib. The subject of this study is grade IX students as many as 28 purposive sampling students who have studied the data collection techniques used in this study, namely in the form of mathematical creative thinking ability test questions on TVLES material and interviews. The results of the analysis showed that the average score was 56.25 based on the four indicators, students had quite high creative thinking skills. The average ability of students to think creatively in the Elaboration category is 89% which indicates a very high Average ability of students to think creatively in the originality category is 75%, the average ability of students to think creatively in the flexibility category is 23%, the average ability of students to think creatively in the fluency category is 38%.
Exploring Numeracy Skills in Algebra: A Cognitive Reasoning Analysis of Middle School Students in Indonesia Sa’dah, Nella Rodiya; Afri, Lusi Eka; Nurrahmawati, Nurrahmawati; Arcat, Arcat
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i1.1332

Abstract

This study aims to describe the numeracy ability of students at the cognitive level of reasoning grade VIII State Junior High School 5 Rambah Hilir in solving algebraic domain numeracy problems. This study uses a qualitative approach with a descriptive type. The subjects in this study are students in grades VIII-3 of State Junior High School 5 Rambah Hilir which totals 23 students. Then 6 students with qualifications 2 students with high numeracy skills, 2 students with moderate numeracy skills and 2 students with low numeracy skills were selected as interview subjects. The technique of checking the validity of the data uses triangulation techniques. The results of the study showed that the numeracy ability of students at the cognitive level of reasoning at State Junior High School 5 Rambah Hilir, namely students with a high level of numeracy ability at the cognitive level of reasoning, were able to meet the three indicators of numeracy ability at the cognitive level of reasoning, namely namely analyzing data and information, evaluating, and inferring. Students with a level of numeracy ability at the cognitive level of moderate reasoning are only able to meet two indicators of numeracy ability at the cognitive level of reasoning, namely analyzing data and information, and evaluating. Students with a low level of numeracy ability at the cognitive level of reasoning are only able to meet one indicator of numeracy ability at the cognitive level of reasoning, namely analyzing data and information.
Developing Teaching Materials to Enhance Critical Thinking Skills through Group Investigation in Composite Functions Apriliani, Anggun; Kania, Nia; Umar, Nasir
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i1.1347

Abstract

This study aims to develop Group Investigation (GI)-based teaching materials to enhance the critical thinking skills of vocational high school (SMK) students in understanding and solving problems related to composition functions. Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research produced teaching materials validated by subject matter experts, ensuring their quality, relevance, and alignment with curriculum objectives. Through GI stages—grouping, planning, investigation, organizing, presenting, and evaluating—students not only deepened their understanding of composition functions but also developed critical thinking, problem-solving, and teamwork skills. The findings highlight contribute to the development of innovative teaching materials and provide a foundation for transforming mathematics education into a more practical and effective discipline, particularly for vocational students.
Development of Articulate Storyline 3 Learning Media for Mathematical Computational Thinking Skills Santika, Aan; Nisa, Ratu Khoirotun; Nasrullah, Anton; Alfiyanti, Fina; Aminah, Mimih; Dwiyanti, Widya
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i1.1355

Abstract

Mathematical computational thinking skills are essential in mathematics learning, particularly in training systematic problem-solving abilities. However, the limited availability of interactive and effective learning media has remained a significant obstacle to developing these skills. This study aims to develop learning media based on Articulate Storyline 3, which is designed to enhance students' mathematical computational thinking skills. The method employed in this research is Research and Development (R&D) using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were high school students selected through purposive sampling. The research instruments included expert validation questionnaires, user response questionnaires, and tests to assess computational thinking skills. The study results have shown that the developed learning media has achieved a very high level of validity according to evaluations from both material and media experts. Additionally, user responses have demonstrated high satisfaction with the interactivity and ease of media use. Field trials have revealed a significant increase in students' mathematical computational thinking skills after using the learning media. Based on these findings, learning media based on Articulate Storyline 3 has effectively improved mathematical computational thinking skills. These results are expected to contribute positively to more interactive and practical mathematics education innovations.
Analysis of Mathematical Representation Ability of Grade VIII Students Reviewed from Self Efficacy in MTs Naming Cahayanik, Cahayanik; Nurrahmawati, Nurrahmawati
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i1.1356

Abstract

This study aims to describe the ability of students' mathematical representation on the material of a two-variable linear equation system reviewed from Self Efficacy. The type of research used is qualitative research with descriptive methods. The sampling technique used is purposive sampling. The data collection technique used a test of students' mathematical representation ability, self-efficacy questionnaire, semi-structured interviews, and documentation. The data obtained was then analyzed in 3 stages, namely data reduction, data presentation and conclusion drawn. The results showed that students with a high self-efficacy category met all three indicators of mathematical representation ability, namely using visual representations to solve problems, solving problems by involving mathematical expressions and writing Steps to solve mathematical problems with words. Students with the category of self-efficacy Moderate meet two indicators of mathematical representation ability, namely using visual representation to solve problems and solve problems by involving mathematical expressions. Students with low self-efficacy meet one indicator of mathematical representation ability, namely solving problems by involving mathematical expressions. This study aims to describe the ability of students' mathematical representation on the material of a two-variable linear equation system reviewed from Self Efficacy. The type of research used is qualitative research with descriptive methods. The sampling technique used is purposive sampling. The data collection technique used a test of students' mathematical representation ability, self-efficacy questionnaire, semi-structured interviews, and documentation. The data obtained was then analyzed in 3 stages, namely data reduction, data presentation and conclusion drawn. The results showed that students with a high self-efficacy category met all three indicators of mathematical representation ability, namely using visual representations to solve problems, solving problems by involving mathematical expressions and writing Steps to solve mathematical problems with words. Students with the category of self-efficacy Moderate meet two indicators of mathematical representation ability, namely using visual representation to solve problems and solve problems by involving mathematical expressions. Students with low self-efficacy meet one indicator of mathematical representation ability, namely solving problems by involving mathematical expressions. This study aims to describe the ability of students' mathematical representation on the material of a two-variable linear equation system reviewed from Self Efficacy. The type of research used is qualitative research with descriptive methods. The sampling technique used is purposive sampling. The data collection technique used a test of students' mathematical representation ability, self-efficacy questionnaire, semi-structured interviews, and documentation. The data obtained was then analyzed in 3 stages, namely data reduction, data presentation and conclusion drawn. The results showed that students with a high self-efficacy category met all three indicators of mathematical representation ability, namely using visual representations to solve problems, solving problems by involving mathematical expressions and writing Steps to solve mathematical problems with words. Students with the category of self-efficacy Moderate meet two indicators of mathematical representation ability, namely using visual representation to solve problems and solve problems by involving mathematical expressions. Students with low self-efficacy meet one indicator of mathematical representation ability, namely solving problems by involving mathematical expressions. This study aims to describe the ability of students' mathematical representation on the material of a two-variable linear equation system reviewed from Self Efficacy. The type of research used is qualitative research with descriptive methods. The sampling technique used is purposive sampling. The data collection technique used a test of students' mathematical representation ability, self-efficacy questionnaire, semi-structured interviews, and documentation. The data obtained was then analyzed in 3 stages, namely data reduction, data presentation and conclusion drawn. The results showed that students with a high self-efficacy category met all three indicators of mathematical representation ability, namely using visual representations to solve problems, solving problems by involving mathematical expressions and writing Steps to solve mathematical problems with words. Students with the category of self-efficacy Moderate meet two indicators of mathematical representation ability, namely using visual representation to solve problems and solve problems by involving mathematical expressions. Students with low self-efficacy meet one indicator of mathematical representation ability, namely solving problems by involving mathematical expressions.
Identification of Junior High School Students' Mathematical Problem Solving Abilities on Number Patterns Parindang, Edwin Amanu; Ramlan, Wahyudi; Wahyuni, Reni; Salman , Muhammad
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i2.1487

Abstract

This study aims to analyse the mathematical problem-solving abilities of middle school students in the context of number patterns. Using a descriptive qualitative method, the research was conducted on eighth-grade students at SMP Negeri 3 Tualang. The instruments used included problem-solving tests in the form of essay questions and interviews. Subjects were selected using purposive sampling, consisting of 6 students with varying abilities (high, medium, low). The results show that students have varying abilities in four problem-solving indicators: understanding the problem (50% - medium), planning the solution (8.33% - very low), solving the problem (100% - very high), and reviewing the solution (25% - low). The data indicates that while students are capable of solving problems and understanding the questions, they struggle with planning solutions and reviewing their answers. It is recommended to enhance teaching strategies with more flexible approaches, such as problem-based learning (PBL), to improve students' mathematical problem-solving skills.
Students' Mathematical Reasoning Ability on The System of Linear Equations of Two Variables in Grade VIII Ashari, Fitri Nur; Mayda, Nana Karina; Wahyuni, Reni
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i2.1488

Abstract

Mathematical reasoning ability is an ability that is considered important for students to have in learning mathematics. The purpose of this study is to describe students' mathematical reasoning ability on the material of Two Variable Linear Equation System . This type of research is a type of research that uses a descriptive method with a qualitative approach. Data collection techniques in this study were carried out using observation, test, and interview methods. The test instrument used was 2 essay questions about students' reasoning ability that had been validated. The subjects of this study were 20 students of class VIII 1 SMP Negeri 4 Koto Gasib. Based on the test results, the researcher selected students who had the same ability, then 6 students were selected as representatives of the research subjects based on the category (high, medium and low). The results of this study indicate that students with high initial ability are able to meet all indicators of mathematical reasoning ability. Students with medium ability are not yet able to present mathematical statements in writing, are able to submit conjectures but the steps are not complete, are able to manipulate well, are able to compile evidence of the truth of the solution and are able to draw conclusions correctly and precisely. Students with low abilities are unable to present mathematical statements in writing, are able to submit conjectures but the steps are incomplete, are able to manipulate correctly, but are not yet able to compile evidence for the truth of the solution and finally students are unable to draw conclusions from the answers they have obtained.
Students' Errors in Solving Algebraic Dominant Numeration Problems Based on Kastolan Theory Suryani , Pitri; Nurrahmawati, Nurrahmawati; Afri, Lusi Eka; Arcat, Arcat
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i2.1491

Abstract

Minimum competency assessment is a basic competency that all students need to be able to develop their own abilities and play an active role in society in positive activities. Minimum competency assessment aims to measure students' cognitive learning outcomes which include reading literacy and numeracy competencies. This study aims to determine the types of errors made by students in solving algebraic domain numeracy problems based on the kastolan theory, namely: (1) conceptual errors, (2) procedural errors, (3) technical errors. The research that has been conducted is a qualitative descriptive study with a research instrument of three AKM type algebra essay questions on 26 class VIII 3 students at SMP N 1 Tambusai. The results obtained based on the results of student answer sheets include: (1) conceptual errors of 30.76%, procedural errors of 38.46%, and technical errors of 32.05%. It can be concluded that the mistakes that students often make are procedural errors. The results of this study provide an overview of the various errors made by students in solving algebraic domain AKM problems, so that they can determine follow-up actions so that students' numeracy skills become better.
Research Trends on Mathematical Problem-Solving Ability Analysis From 2015 to 2024: Bibliometric Analysis Yusuf Devan Nr; Angraini, Lilis Marina; Sadiq, Hamidi
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i2.1528

Abstract

The purpose of this bibliometric analysis is to identify opportunities and trends in research related to mathematical problem-solving abilities on the topic of functions. This study uses a bibliometric method by collecting data from articles published between 2015 and 2024 through Google Scholar using the Publish or Perish software, with a total of 1,000 journal articles. Bibliometrics is used to provide a structural overview of a particular research era, containing the necessary information to analyze publications in fields relevant to the researcher’s focus. The findings of this study show that from 2015 to 2024, there were 994 articles related to mathematical problem-solving abilities on the topic of functions. The highest number of publications occurred in 2020, with a total of 177 publications, while the lowest was in 2024, with only 21 publications, based on analysis using the VOSviewer software. Variables related to mathematical problem-solving abilities on the topic of functions that present opportunities and novelty for future research include critical thinking ability, high school, mathematical problem solving, PBL (problem-based learning), development, grade VIII, analysis, and learning. These variables have not been widely explored by other researchers, indicating the potential for innovation and further development by future researchers.
Error Analysis of Students in Solving Algebraic Expression Problems Using the Newman Procedure Dhani, Widiyah Rahma; Nurrahmawati , Nurrahmawati; Afri , Lusi Eka; Khan, Muhammad Ali
International Journal of Applied Learning and Research in Algebra Vol. 2 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v2i2.1529

Abstract

This research aims to determine the forms of errors made by class VIII students of SMPN 3 Rambah Hilir in solving algebraic operations material questions based on Newman’s procedure. This research employs a descriptive qualitative approach. The subjects in this research were class VIII SMPN 3 Rambah Hilir. The research instrument uses tests and interviews. Based on the results of data analysis, it was concluded that students made (1) errors in reading the questions of  100% in the form of not knowing the meaning of the questions; (2) errors in understanding the questions of 26,7% in the form of not knowing what to look for; (3) mistakes transforming questions amounted to 50,0% in the form of not being able to determine the mathematical operations and formulas used to solve the problem; (4)errors in process skills amounting to 64,4% in the form of errors in calculations with; (5) errors in writing the final answer amounting to 68,9% consist of errors in writing the final answer and not making a conclusion.

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