International Journal of Applied Learning and Research in Algebra

Identification of Junior High School Students' Mathematical Problem Solving Abilities on Number Patterns

2025-06-10T05:05:21+00:00

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

2025-06-10T05:06:54+00:00

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.

Error Analysis of Students in Solving Algebraic Expression Problems Using the Newman Procedure

2025-06-23T05:57:28+00:00

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.

Students' Errors in Solving Algebraic Dominant Numeration Problems Based on Kastolan Theory

2025-06-23T05:56:19+00:00

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

2025-06-23T05:58:10+00:00

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.