Profiling Students’ Algebraic Numeracy Ability Based on Mathematical Resilience: An Exploratory Case Study at Junior High School in Majene, Indonesia
DOI:
https://doi.org/10.64780/jole.v2i2.239Keywords:
Algebraic numeracy, Exploratory case study, Junior high school mathematics education, Mathematical resilience, Minimum Competency AssessmentAbstract
Background: Students’ difficulties in algebraic numeracy remain a persistent challenge in mathematics education because algebra requires abstract reasoning, conceptual understanding, and persistence when encountering complex problems. Existing studies have largely examined mathematical achievement from cognitive perspectives, while affective factors influencing students’ engagement and persistence, such as mathematical resilience, remain less explored, particularly in junior high school algebra learning.
Aims: This study aims to explore students’ algebraic numeracy profiles based on different levels of mathematical resilience and to identify the factors contributing to variations in students’ responses when solving algebraic problems.
Method: This research employed an exploratory case study design using an embedded mixed-methods: This study employed an exploratory case study design with an embedded mixed-methods approach involving 32 eighth-grade students from SMP Negeri 2 Majene, Indonesia. Data from the Mathematical Resilience Scale, algebraic numeracy tests, interviews, and observations were analyzed using thematic analysis and cross-case comparison.
Results: The findings indicate that students with higher mathematical resilience demonstrated greater persistence, strategic flexibility, and willingness to engage with challenging algebraic tasks, although their conceptual mastery was not always optimal. The Struggle dimension emerged as the most distinguishing characteristic among resilience categories, while growth mindset became more meaningful when supported by concrete learning experiences. Teacher scaffolding, family support, and peer interaction were identified as important factors shaping students’ mathematical resilience.
Conclusion: The study highlights that improving algebraic numeracy requires an integrated approach combining cognitive development with affective support. Strengthening mathematical resilience through supportive learning environments may provide a foundation for improving students’ engagement and performance in algebra learning.
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