International Journal of Applied Learning and Research in Algebra

An Indicator-Based Analysis of Students’ Numeracy in Statistics: A Qualitative Descriptive Study

Adelia Septina Prameslani — 2026-02-01

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.

Impact of Vedic Mathematics on Students' Performance

Yasir Yasir — 2026-02-01

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.

Linking Representation and Reasoning: An Analysis of Mathematical Communication in Algebraic Word-Problem Solving

Zhafirah Najmy — 2026-02-01

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.

Profiling Seventh-Grade Students’ Mathematical Connections in Rational Number Topics: A Study at an Islamic Integrated Junior High School in Pekanbaru

Sevilla Tita Azzahra — 2026-02-01

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.

Investigating Students’ Mathematical Problem-Solving Errors on Relations and Functions Through Newman’s Error Analysis

Aulia Barokah — 2026-02-01

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.