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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 30 Documents
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Impact of Vedic Mathematics on Students' Performance Yasir Yasir; Amil Hussain; Hasnain Khan; Nia Kania
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1789

Abstract

Purpose – Mathematics is a foundational subject essential to daily life and professional practice; however, many students perceive it as difficult and uninteresting due to rigid rules and complex procedures, which often lead to a fear of mathematics. This study aims to examine the effectiveness of Vedic Mathematics (VM) training in improving students’ mathematical performance and attitudes toward mathematics. Methodology – An experimental research design was employed involving 146 undergraduate students from business management and commerce programs. Participants were divided into an experimental group and a control group using a non-random sampling technique. The experimental group received one week of Vedic Mathematics training focused on mental calculation strategies, while the control group followed conventional instructional methods. Data were collected using timed pre-test and post-test assessments to measure mathematical performance, along with a self-developed questionnaire to assess mathematics phobia and interest. Data analysis was conducted by comparing pre- and post-test results between groups. Findings – Students who received Vedic Mathematics training demonstrated improved calculation speed and accuracy, increased interest in mathematics, and reduced mathematics phobia compared to the control group. These results indicate that VM training positively influences both cognitive performance and affective attitudes toward mathematics. Novelty – This study contributes empirical evidence on the effectiveness of Vedic Mathematics as an alternative instructional approach in higher education, particularly in addressing affective barriers in mathematics learning. Significance – The findings are beneficial for educators, curriculum developers, and higher education institutions seeking instructional strategies to enhance students’ mathematical proficiency, confidence, and engagement.
Profiling Seventh-Grade Students’ Mathematical Connections in Rational Number Topics: A Study at an Islamic Integrated Junior High School in Pekanbaru Sevilla Tita Azzahra; Annisa Fachraini Siregar; Reni Wahyuni
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1942

Abstract

Purpose – This study describes seventh-grade students’ mathematical connection ability in rational number topics at an Islamic Integrated Junior High School in Pekanbaru, prompted by recurring difficulties with cross-conceptual and contextual problem solving. Methodology – Using a descriptive qualitative design and purposive sampling, three Grade VII students were selected to represent high (DP), medium (KY), and low (IS) achievement. Data were gathered through a written test (three rational-number tasks) and in-depth interviews guided by NCTM (2000) mathematical connection indicators. Analysis included data reduction, indicator-based coding, test–interview triangulation, and conclusion drawing. Findings – DP satisfied all three indicators consistently. KY met some indicators but showed weaknesses in symbolization and contextual application. IS showed limited connections within mathematics, across disciplines, and to daily-life situations. Connection ability varied with conceptual understanding and independence, suggesting the need for more contextually and integratively focused instruction on rational numbers. Novelty – The study offers detailed qualitative profiles of mathematical connections in rational numbers across three distinct ability levels using NCTM (2000) indicators. Significance – Results support teachers, curriculum developers, and researchers in designing learning tasks and interventions that explicitly cultivate mathematical connections.
An Indicator-Based Analysis of Students’ Numeracy in Statistics: A Qualitative Descriptive Study Adelia Septina Prameslani; Ike Silvia; Reni Wahyuni; Dwika Saputri
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1943

Abstract

Purpose – This study analyzes Grade VIII junior high school students’ numeracy ability in statistics based on numeracy indicators. Numeracy is essential for everyday life because it enables individuals to understand, use, and evaluate quantitative information in real-world contexts, including making decisions from data. Methodology – Using a phenomenological approach with a qualitative descriptive design, this study involved 35 Grade VIII students. Data were collected through a numeracy test consisting of numerical description tasks aligned with three indicators: (1) using numbers and basic mathematical symbols, (2) analyzing data in visual form (tables/graphs), and (3) interpreting analytical results as a basis for decision-making. Students’ responses were analyzed descriptively by indicator to determine achievement and identify recurring difficulties. Findings – Performance was highest on using numbers and basic mathematical symbols (82.5%), followed by analyzing visually presented data (61.79%). The lowest achievement was found in interpreting results for decision-making (21.07%). These results suggest that while many students can apply basic numerical procedures and read visual data, they struggle to connect statistical results to justified decisions. Instruction should therefore emphasize interpretation and decision-making through authentic, context-based data tasks. Novelty – This study offers an indicator-based profile of statistical numeracy using numerical description tasks within a phenomenological, qualitative-descriptive framework, revealing decision-making as the weakest indicator. Significance – The findings inform teachers, curriculum developers, and assessment designers in developing learning and assessment strategies that strengthen students’ statistical interpretation and data-driven decision-making skills.
Investigating Students’ Mathematical Problem-Solving Errors on Relations and Functions Through Newman’s Error Analysis Aulia Barokah; Arcat Arcat; Nurrahmawati Nurrahmawati
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1944

Abstract

Purpose – Students’ mathematical problem-solving ability remains low, particularly in the topic of relations and functions, as evidenced by frequent errors in solving problem-solving tasks. This study aims to identify and analyze the types of errors made by eighth-grade students in solving mathematical problem-solving questions on relations and functions using Newman’s Error Analysis. Methodology – This study employed a qualitative, descriptive research design. The participants were 29 Grade VIII.6 students from State Junior High School 1 Rambah. Data were collected through written problem-solving tests, semi-structured interviews, and documentation. The data were analyzed using Newman’s Error Analysis framework, which includes reading, comprehension, transformation, process skills, and encoding stages, following the steps of data reduction, data display, and conclusion drawing. Findings – The results indicated that the least frequent error was reading errors (36.2%), followed by comprehension errors (91.4%) and transformation errors (89.7%). The most frequent errors were process skills errors and encoding errors, each occurring in 100% of students’ responses. These findings suggest that students experience significant difficulties in executing mathematical procedures and expressing final answers correctly. Novelty – This study provides a detailed error profile of students’ problem-solving processes on relations and functions using Newman’s Error Analysis, highlighting critical stages where students consistently fail. Significance – The findings benefit mathematics teachers, curriculum developers, and researchers by providing insights into common student errors and supporting the development of instructional strategies that utilize students’ errors as learning resources to improve problem-solving ability.
Linking Representation and Reasoning: An Analysis of Mathematical Communication in Algebraic Word-Problem Solving Zhafirah Najmy; Nurrahmawati Nurrahmawati; Arcat Arcat; Lusi Eka Afri
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1945

Abstract

Purpose – Mathematical communication is essential in 21st-century mathematics learning because it enables students to represent, explain, and interpret ideas when solving contextual problems. This study aimed to describe seventh-grade students’ mathematical communication in solving algebraic word problems. Methodology – A qualitative descriptive design was used. Seventh-grade students at SMP Negeri 3 Rambah Hilir were purposively selected to represent high-, middle-, and low-achieving groups based on classroom performance and test results. Data were collected using an algebraic word-problem written test and semi-structured interviews. Analysis followed data reduction, data display, and conclusion drawing. Mathematical communication was examined using three indicators: (1) translating contexts/diagrams into mathematical language or models; (2) explaining mathematical ideas and relationships in writing; and (3) reading and interpreting written mathematical representations. Findings – Students’ mathematical communication was low. High-achieving students met all indicators, producing accurate representations and coherent written reasoning. Middle-achieving students generally met indicators (1) and (3), but their written explanations (indicator 2) were incomplete or unclear. Low-achieving students struggled across indicators, particularly in forming algebraic models and interpreting representations, leading to incorrect or incomplete solutions. The results highlight the need for explicit scaffolding of representation, written explanation, and interpretation in algebraic word-problem instruction. Novelty – This study offers an indicator-based profile of mathematical communication in algebraic word-problem solving across achievement levels using combined test and interview evidence. Significance – The findings support teachers and curriculum developers in designing learning activities and assessments that strengthen communication, representation, and reasoning in junior secondary algebra.
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.
Tracing Conceptual Errors in Grade 11 Students’ Reasoning About Sequences and Series 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 investigates conceptual errors in Grade 11 students’ solutions to sequences-and-series problems and examines the reasoning underlying these errors by distinguishing conceptual, procedural, and operational breakdowns. Methodology – A qualitative descriptive design involved 33 Grade 11 students from a public senior high school in Pekanbaru, Indonesia. Students completed a written diagnostic test, followed by semi-structured interviews with selected participants whose responses represented recurrent or analytically significant errors. Written solutions were examined step by step, while interview data were used to reconstruct students’ interpretations, formula choices, and reasoning. Error frequencies served as descriptive support for the qualitative analysis. Findings – Error patterns varied across test items. Procedural errors were most prominent in Item 1 (52%), operational errors in Item 2 (27%), while conceptual errors reached 45% in Item 3 and 76% in Item 5. Conceptual difficulties were particularly evident when students had to interpret contextual information, identify underlying mathematical structures, and select appropriate relationships or formulas. Similar incorrect answers were found to originate from different reasoning processes. Novelty – The study moves beyond classifying incorrect answers by tracing how errors emerge within students’ mathematical reasoning. Linking written solutions with interview explanations distinguishes conceptual misunderstanding from procedural breakdowns and computational inaccuracies. Significance – The findings provide a diagnostic basis for targeted instruction. They enable teachers to match remedial strategies to specific sources of difficulty rather than treating all incorrect responses as equivalent.
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; Muhammad Hafeez; Kashaf Arzoo
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

Purpose – This study investigates how junior secondary school students generalise number patterns through Kilpatrick and Findell’s framework of mathematical understanding, focusing on the interaction among conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. Methodology – A qualitative descriptive design was conducted with 30 Year 8 students at an Islamic junior secondary school in Ambon, Indonesia. Screening tests, informal interviews, and repeated testing were used to identify students who consistently demonstrated indicators of mathematical understanding. Two students, coded WNF and FF, were selected for in-depth analysis. NVivo 12 Plus supported the mapping and visualisation of their reasoning processes, while data were analysed using the Miles and Huberman model of data collection, reduction, display, and conclusion drawing. Findings – Both students progressed from recursive reasoning based on differences between consecutive terms to correspondence-based symbolic generalisation. They expressed the nth term using arithmetic and quadratic forms. This transition reflected interconnected development in conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning. Novelty – The study reveals how mathematical understanding operates within the transition from recursive to explicit generalisation, rather than treating pattern generalisation solely as a procedural outcome. Significance – The findings contribute to international research on early algebra by identifying a transferable reasoning trajectory from recursive pattern recognition to symbolic generalisation. This trajectory provides a basis for designing mathematics instruction that supports algebraic reasoning across diverse junior secondary educational contexts.  

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