Delta-Phi: Jurnal Pendidikan Matematika, vol. 3 (1), pp. 7-10, 2025
Received 11 Desember 2024 / Published 30 April 2025
https://doi.org/10.61650/dpjpm.v2i2.105

Identification of Junior High School Students'
Experiences in Using Question Card Media for
Algebra Learning
Nur Qomaria1 *, Ani Afifah2, Rathish Manivannan3
1. Universitas Trunojoyo, Madura, Indonesia
2. Universitas PGRI Wiranegara, Pasuruan, Indonesia
3. Shiv Nadar University, Chennai, India
E-mail correspondence to: fifa.ani@gmail.com

Abstract
This study aims to explore junior high school students' experiences in using
Question Card media in algebra learning. Using a qualitative approach, this
study involved 26 students of grade VII B at SMP Darul Ulum 5 Rebalas as
the main participants. Data were collected through classroom observations,
interviews, and student response questionnaires to understand
perceptions, engagement, and challenges faced during the learning process
using Question Cards. The results showed that Question Card media was
able to increase students' interest, attention, and engagement in algebra
learning. Most students stated that using Question Cards made learning
more interactive, enjoyable, and helped them understand abstract
algebraic concepts. Data analysis showed that the level of student learning
interest was in the high category (74.7%), with indicators of engagement
and attention also showing high percentages. However, there were some
students who still felt more comfortable with conventional methods, so
further adaptation was needed. These findings confirm that Question Card
media can be an innovative alternative in mathematics learning, especially
algebra, to enhance students' learning experiences actively and
meaningfully. This study recommends the development of similar media
and training for teachers to optimize the use of interactive media in
mathematics learning at the junior high school level.
Keywords: Student Experience, Question Card Media, Algebra, Interactive
Learning, Qualitative Research

INTRODUCTION
Mathematics education plays a central role in developing students'
logical thinking, problem-solving, and numeracy skills, which are
essential foundations for mastering science and technology in today's
global era (Desnita, 2022; Evendi, 2022; Pahrudin, 2021). Internationally,
mathematics is recognized as a core subject supporting the development

© 2024 author (s)

of superior and highly competitive human resources. However, significant
challenges remain in improving the quality of mathematics learning
(Nailurrohmah, 2022), particularly in abstract subjects like algebra. Many
students in various countries, including Indonesia, consider algebra
difficult to understand, resulting in low interest, motivation, and
engagement in the learning process (Irfan, 2020).
The main problems that frequently arise in algebra learning at the junior
high school level are low student interest, difficulty understanding
abstract concepts, and the dominance of conventional learning methods
that lack active student engagement (Rohimah, 2024). Students tend to
be passive, simply accepting teacher explanations without much
opportunity to interact or explore concepts independently. Furthermore,
the limited use of innovative learning media makes the learning process
monotonous and unengaging (Lee, 2024; Salsabila, 2021; Sumarwati,
2020). Another challenge is the lack of media that can connect algebra
concepts to students' concrete experiences, making it difficult for them to
develop meaningful understanding.
Various previous studies have attempted to address these issues through
the development of interactive learning media. Afifah and Putri (2021)
developed contextual-based e-comics (e-comics) for flat geometry, which
were proven to improve students' understanding of mathematical
concepts. Afifah and Dewi (2021) also developed e-comics to improve
mathematical conceptual understanding, with positive results on student
engagement. Furthermore, Qisma and Afifah (2022) developed the board
game "Magic Shop" for social arithmetic, emphasizing the importance of
game-based learning in increasing student interest and motivation. These
studies demonstrate that interactive and game-based media can be an
effective solution for improving the quality of mathematics learning.

Ani Afifah, et.al Interactive Digital Media PanPinRu. Delta-Phi: Jurnal Pendidikan Matematika.

However, research specifically exploring the use of Question Cards in
algebra learning is still very limited. Question Cards offer a new
approach that combines interactive, collaborative, and competitive
elements through a relay game format (Sinenko, 2020), thereby
increasing student active participation, strengthening conceptual
understanding, and developing critical thinking and problem-solving
skills (Anna, 2022; Cornwall, 2025; Sedory, 2020). The novelty of this
research lies in the application of Question Cards specifically designed
for algebra at the junior high school level (Moore, 2023), with expert
validation demonstrating the effectiveness and suitability of this
medium in the context of mathematics learning.

algebraic concepts into more concrete and understandable concepts.
The main concept used in this research is the use of interactive learning
media to increase student interest, attention, and engagement in
algebra learning (Sumarwati, 2020), as well as develop critical thinking
and problem-solving skills through collaborative and competitive
activities (Desnita, 2022; Dolapcioglu, 2022; Saripah, 2023).
Therefore, this research is expected to provide new contributions to
the development of innovative mathematics learning media and enrich
understanding of students' qualitative learning experiences in the
context of using Question Card media in algebra learning at the junior
high school level. The findings of this study are also expected to serve
as a reference for teachers and learning media developers in designing
more effective, enjoyable, and adaptive learning strategies to meet the
needs of today's students.

The identified research gap is the lack of in-depth qualitative studies of
students' experiences using Question Cards in algebra learning.
Previous research has focused primarily on media development and
validation, as well as quantitative measurements of interest or learning
outcomes, without exploring in detail the dynamics, perceptions, and
challenges faced by students during the learning process (Birgin, 2020;
Brave, 2025; Sedory, 2020). Furthermore, there is limited research on
how Question Cards can be adapted to various learning contexts and
student characteristics.

RESEARCH METHOD
2.1 Research Design
This research uses a qualitative approach with a case study design. This
approach was chosen because it provides an in-depth understanding
of students' subjective experiences in the context of using Question
Cards in algebra learning. Case studies are well-suited to exploring
complex and contextual phenomena, such as the dynamics of student
interactions with innovative learning media in mathematics classes.
can deliver more effective, supportive efforts to increase
understanding and acceptance to digital-based learning innovation
(Behnamnia, 2020; Kim, 2020; Malla, 2023).

This research is based on a constructivist theoretical framework, which
emphasizes the importance of students' active involvement in
constructing knowledge through direct experience and social
interaction. Question Card media is designed to facilitate more
interactive, collaborative, and meaningful learning (Borsetti, 2022), in
accordance with constructivist learning principles (Mascia, 2020;
Pellas, 2020; Sánchez-Ruiz, 2023). Furthermore, cognitive load theory
serves as a reference in designing media that can simplify abstract

Figure 1. Qualitative Research Design

2.2 Subjects and Sampling Technique

complementary data (data triangulation). Classroom observations
included direct observation of student interactions with the Question
Card media during algebra lessons, recording classroom dynamics,
participation, and student engagement (Cornwall, 2025). Through
interviews, students' experiences, perceptions, and challenges related
to the use of the Question Card media were explored personally. These
interviews were conducted in a semi-structured manner, allowing
students to express their opinions freely but in a focused manner. The
student response questionnaire was used to measure student interest,
attention, and engagement using validated indicators, while also
providing space for students to provide open-ended feedback.
This mind map illustrates the three main data collection techniques
used to obtain in-depth, triangulated data (Moreno-Guerrero, 2020).

The research subjects consisted of 26 seventh-grade B students at SMP
Darul Ulum 5 Rebalas. Participants were selected purposively, taking
into account gender representation, variations in mathematics
achievement, and willingness to participate in learning using Question
Cards. Purposive sampling is a common technique used in qualitative
research to obtain rich and relevant data.
2.3 Data Collection Techniques
Data collection was conducted using three main methods: classroom
observation, interviews, and student response questionnaires. This
combination of methods aimed to obtain comprehensive and

Figure 2. Mindmap Data Collection Techniques

interpretation. This process enabled researchers to identify patterns in
student experiences, perceptions of the Question Card media, and
challenges faced during learning (Davis, 2021). Thematic analysis is
highly recommended in educational research to explore student
experiences and perceptions in depth.

2.4 Data Analysis Techniques
Data analysis was conducted thematically, following the following
stages (Irfan, 2020; Mulenga, 2020): (1) data transcription, (2) open
coding, (3) categorization, (4) theme identification, and (5)
8

Ani Afifah, et.al Interactive Digital Media PanPinRu. Delta-Phi: Jurnal Pendidikan Matematika.

Figure 3. Thematic Data Analysis Flowchart

2.5 Data Validity and Reliability

2.6 Research Procedures

Data validity was maintained through method triangulation
(observation, interviews, questionnaires), member checking
(confirming results with participants), and peer debriefing (discussions
with fellow researchers) (Kaiser, 2022; andika setyo budi Lestari et al.,
2022; Wankerl, 2023). Reliability was strengthened by an audit trail,
which involves detailed and consistent recording of the analysis
process (Gülü, 2023; Manda, 2021; Ok, 2020). This strategy aligns with
current best practices in qualitative educational research.

The research was conducted in several stages (Bockenhauer, Julliard,
Lo, & ..., 2002; Demri, 2023): (1) preparation and permitting, (2)
participant selection, (3) data collection, (4) data analysis, and (5)
reporting results. Each stage was carried out systematically to ensure
the achievement of the research objectives. The following table
illustrates the sequence and timing of each research stage, ensuring a
well-structured and scheduled process.

Table 1. Timeline of Research Procedures
Stage
Preparation and Permits
Participant Selection
Data Collection
Data Analysis
Results Reporting

Week 1
✔
✔

Week 2
✔
✔

Week 3

Week 4

✔
✔

✔
✔

attention, and engagement. Student interest was high (74.7%), with
engagement and attention indicators also showing high percentages.
3.1 Summary of Findings
Most students felt the learning was more interactive, enjoyable, and
helped them understand abstract algebraic concepts. However, a small
This study found that the use of Question Cards in algebra learning at
number of students still preferred conventional methods, necessitating
SMP Darul Ulum 5 Rebalas significantly increased student interest,
further adaptations.
Table 2. Summary of Key Findings

RESULTS

Indicator
Learning Interest
Engagement
Attention
Conventional Comfort

Percentage (%)
74,7
73,7
76,6
49,0

Category Main
High
High
High
Low

Description
Students are enthusiastic and interested in the Question Cards
Students actively ask questions and express their opinions
Students are focused and motivated during learning
Some students are still comfortable with the old method

student interest indicator, with enjoyment being the highest. Further
analysis showed that enjoyment (81.7%) and attention (76.6%) were
the highest, indicating that students enjoyed and focused on using the
Question Cards. The interest indicator (66.8%) was the lowest, but still
in the high category. This may indicate that some students still need to
adapt.

3.2 Data Analysis
The data analysis process was conducted thematically, including
transcription, open coding, categorization, theme identification, and
interpretation. Qualitative data from observations, interviews, and
questionnaires were processed to identify patterns in student
experiences. The following bar chart shows the percentage of each

Figure 4. Percentage of student Interest Indicator for Question Cards

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Ani Afifah, et.al Interactive Digital Media PanPinRu. Delta-Phi: Jurnal Pendidikan Matematika.

mathematics education media that emphasize interactivity,
gamification, and student-centered learning.
Compared to other interactive media such as math e-comics and the
Magic Shop board game, Question Cards offer a unique feature in the
form of structured questions that facilitate discussion, questioning, and
the expression of opinions. However, challenges remain, especially for
students who are more comfortable with conventional methods,
necessitating adaptation strategies and further training for teachers.

DISCUSSION
The results of this study reinforce previous findings that interactive
learning media, such as Question Cards, can increase student interest
and engagement in mathematics learning. The strength of Question
Cards lies in their ability to transform abstract algebra learning into
something more concrete and enjoyable through collaborative and
competitive activities (relay games) (Birgin, 2020; Crespo, 2020;
Rohimah, 2024). This aligns with trends in the development of

Figure 5. Comparison of Interactive Media

The image above compares the advantages of Question Cards with
other interactive media such as e-comics and board games.
The use of Question Cards has proven effective in increasing junior high
school students' interest, attention, and engagement in algebra
learning. Students perceived learning to be more interactive,
enjoyable, and facilitated their understanding of abstract concepts.
This finding supports the initial hypothesis that interactive media can
be an innovative solution in mathematics learning, particularly algebra,
at the junior high school level.

effectiveness for use in the classroom. However, it's worth noting that
the interest indicator remains at its lowest level (66.8%), indicating that
some students require more time to adapt to the new method. This
finding aligns with research by Maghfiroh et al. (2025), which highlights
the importance of addressing student motivation and anxiety in
innovative media-based mathematics learning.
4.3 Reflection on Implementation Challenges and Student Preferences
Although the majority of students responded positively to the use of
Question Cards, some students still felt more comfortable with
conventional methods (Goldberg, Fishkin, Gujar, Mynatt, & ..., 2007;
Nemudryi, Valetdinova, Medvedev, & Zakian, 2014; Yang, 2021). This
indicates challenges in the adaptation process, both from the students
and teachers. Preference for conventional methods can be caused by
established learning habits, a lack of media literacy, or anxiety about
change. This reflection is important to consider in the future
development of learning media, so that they can accommodate the
diverse needs and characteristics of students. Research by Lestari &
Afifah (2023) also confirms that the success of learning media is greatly
influenced by the readiness of students and teachers to accept
innovation, as well as the support of a conducive learning environment.

4.1 Increasing Student Interest and Engagement through Question
Cards
The results of this study consistently show that the use of Question
Cards in algebra learning significantly increases student interest,
attention, and engagement. This finding is reflected in the percentage
of students' learning interest, which is in the high category (74.7%),
with indicators of enjoyment reaching 81.7%, attention 76.6%, and
engagement 73.7%. This improvement is not only quantitative but also
qualitative, with students reporting that learning has become more
enjoyable, interactive, and facilitates the understanding of algebraic
concepts previously considered abstract and difficult (Afni, 2020;
Sözen, 2024; Wu, 2020). This phenomenon aligns with the research
findings of Afifah & Putri ( 2021), which showed that interactive media
such as math e-comics can improve students' understanding and
interest in mathematics. Similarly, Qisma & Afifah (2024) emphasized
that game-based board games can create a more lively and
collaborative learning environment, enabling students to be more
actively involved in the learning process.

4.4 Comparison with Previous Research and Practical Implications
Compared to previous research, Question Cards offer a unique feature
in the form of structured questions that encourage collaboration and
healthy competition among students. Unlike e-comics, which
emphasize visual and narrative aspects, or board games that
emphasize gameplay, Question Cards integrate cognitive, affective,
and social aspects in a balanced manner. The practical implications of
these findings include the need for teacher training to optimize the use
of Question Cards, as well as the development of similar media that can
be adapted for a variety of other mathematics materials. Furthermore,
integrating Question Cards with digital technology could be a strategic
step to increase the appeal and accessibility of mathematics learning in
the digital age.

4.2 Critical Analysis of the Effectiveness of Question Cards
The effectiveness of Question Cards in increasing student interest and
engagement can be analyzed from two main perspectives: interactive
media design and a collaborative learning approach. The visually
appealing Question Card design, which adopts a relay game format, has
been shown to facilitate discussion, encourage questioning, and
encourage students to express their opinions. This supports
constructivist theory, which emphasizes the importance of direct
experience and social interaction in building knowledge. Furthermore,
validation by media and materials experts yielded high scores (8889%), indicating that this media meets the standards of suitability and

4.5 Impact and Contribution of Research to the Development of
Mathematics Learning Media
The primary impact of this research is the proof that Question Card
media is an innovative alternative capable of addressing the challenges
7

Ani Afifah, et.al Interactive Digital Media PanPinRu. Delta-Phi: Jurnal Pendidikan Matematika.

of algebra learning at the junior high school level (Afni, 2020; Mailizar,
2020; Mulenga, 2020). This media not only increases student interest
and engagement but also helps them develop a more concrete and
meaningful understanding of concepts. This research contribution
enriches the literature on the development of interactive mathematics
learning media and provides empirical references for teachers, media
developers, and education policymakers in designing more effective
and adaptive learning strategies. This research also opens up
opportunities for further exploration of the integration of Question
Card media with technology-based learning approaches and
instructional differentiation based on student needs. Thus, this
discussion confirms that Question Card media has significant potential
to revolutionize mathematics learning at the junior high school level,
particularly in algebra, while still considering implementation
challenges and adaptation needs for all education stakeholders.

considering these recommendations, it is hoped that the use of
Question Cards and other interactive media can be further optimized
in mathematics learning at the junior high school level, creating a more
active, enjoyable, and meaningful learning experience for all students.

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CONCLUSION
Based on the results of research conducted on the use of Question
Cards in algebra learning in junior high schools, it can be concluded that
this media is effective in increasing student interest, attention, and
engagement. Data analysis shows that students' learning interest is
high (74.7%), with indicators of engagement and attention also
showing high percentages. Most students stated that learning became
more interactive, enjoyable, and helped them understand abstract
algebraic concepts. Question Cards were also considered practical,
easy to use, and able to concretely understand difficult mathematical
concepts, thus facilitating understanding and increasing student
engagement in the learning process.
However, this study also found that some students still felt more
comfortable with conventional learning methods. This indicates that
although Question Cards have many advantages, further adaptation
and mentoring are still needed so that all students can experience the
optimal benefits of using this interactive media. Furthermore,
limitations in teacher technology use are also challenges that need to
be addressed to support the more widespread and effective
implementation of Question Cards.
Overall, this study confirms that Question Card media can be an
innovative alternative in mathematics learning, particularly algebra, to
enhance students' active and meaningful learning experiences. These
findings also strengthen the literature on the importance of using
interactive media in mathematics education to overcome the
challenges of conventional learning and improve student learning
outcomes.

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RECOMMENDATIONS
Based on the research findings, several recommendations can be
made, including the development of similar media, teacher training,
adaptation and differentiation approaches, further research, and
ongoing evaluation and feedback. It is recommended to develop and
expand the variety of interactive learning media such as Question
Cards for various mathematics topics to overcome student boredom
and increase learning motivation. Teachers need regular training and
mentoring to optimally utilize interactive media, so that media and
technology literacy among teachers can support the successful
implementation of Question Cards in the classroom. Adaptive
approaches and instructional differentiation are needed to
accommodate students who are comfortable with conventional
methods, combining Question Cards with other methods to actively
engage all students. It is recommended that further research involve
more participants from various schools and grade levels, and integrate
quantitative data to strengthen the findings, including exploring the
integration of Question Cards with digital technology. Regular
evaluation and feedback from students and teachers are important to
identify the strengths and weaknesses of the media so that
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