Delta-Phi: Jurnal Pendidikan Matematika, vol. 2 (3), pp. 173-178, 2024
Received 02 Nov 2023 / Published 30 Desember 2024
https://doi.org/10.61650/dpjpm.v2i2.119

Exploring the Use of the "Quadratic
Equation Board" Teaching Aid to Improve
Seventh-Grade Students' Understanding
of Quadratic
Maifalinda Fatra1 *, Amrit Dhakal2
1. Hidayatullah State Islamic University, Jakarta, Indonesia
2. Institution Prince of Songkhla University (PSU), Thailand
E-mail correspondence to: maifalinda.fatra@uinjkt.ac.id

Abstract
This study aims to explore the impact of using the Quadratic Equation Board
in improving seventh-grade students' understanding of quadratic equations
through a qualitative research approach. Unlike previous studies that used
experimental methods, this study relied on in-depth interviews, classroom
observations, and document analysis to obtain a comprehensive overview
of students' learning experiences and teachers' perceptions of the use of
this innovative tool. Data were collected from students and teachers
directly involved in the learning process using the Quadratic Equation
Board. The results indicate that this tool can increase student engagement,
facilitate understanding of the abstract concept of quadratic equations, and
encourage active participation in classroom discussions. These findings
emphasize the importance of integrating innovative learning media based
on concrete teaching aids into mathematics lessons to create a more
interactive and meaningful learning environment. This study recommends
that mathematics teachers consider using similar tools to improve the
quality of classroom instruction.
Keywords: Quadratic Equation Board, Mathematics teaching aids,
Quadratic equations, Visual learning media

INTRODUCTION
In the era of globalization and advances in educational technology, the
challenges in mathematics learning are increasingly complex,
particularly in conveying abstract concepts such as quadratic
equations to junior high school students (Herawaty, 2021). Globally,
there is a strong trend towards the use of concrete tools to bridge the
gap between abstract mathematical concepts and students' real-life
learning experiences. The use of innovative learning media such as the
Quadratic Equation Square Board is highly significant because it can
improve the quality of mathematics learning through a more
interactive and participatory approach (Breive, 2020). This global trend
emphasizes the importance of student-centered learning, the use of
© 2024 author (s)

visual and concrete aids, and the integration of research findings in the
development of learning media to overcome challenges in
understanding difficult mathematics material.
The main problem faced in learning quadratic equations at the junior
high school level is low student engagement and interest in the
material, as well as difficulty understanding abstract concepts. This
challenge is exacerbated by the dominance of conventional learning
methods that tend to be teacher-centered, resulting in students being
less active in the learning process (Breive, 2020). Furthermore, the
limited use of interactive and visual learning media hinders students
from connecting mathematical concepts to real-world situations. Field
observations indicate that students often lack focus, are reluctant to ask
questions, and have difficulty answering questions related to quadratic
equations accurately and quickly. This is reflected in the pre-test results
which show that the average student score is only 53%, with only 30%
of students achieving learning completion before using teaching aids.
Previous studies have extensively discussed the effectiveness of using
visual aids in mathematics learning. Ahmad and Sehabuddin (2021)
examined the use of mathematical visual aids and found improvements
in student learning outcomes. However, this study focused more on a
quantitative approach with an experimental design. Another study by
Sari et al. (Ryaguzova, 2021) also demonstrated that visual-based
learning media can improve understanding of mathematical concepts,
but did not explore in-depth student learning experiences and teacher
perceptions through a qualitative approach. Nuralfiani and Zanthy
(Junaidi, 2024) highlighted the effectiveness of visual media in learning
quadratic equations, while Pratama and Rahmawati (Carter, 2017)
highlighted the importance of innovative learning media, but their focus
was limited to measuring learning outcomes numerically without
delving into aspects of classroom processes and interactions.

Meifa Linda . Exploring the Use of the "Quadratic Equation Board. Delta-Phi: Jurnal Pendidikan Matematika.

students and teachers have not been studied in depth.
Furthermore, there is limited research linking the use of teaching
aids to constructivist learning theory in the context of mathematics
learning in Indonesia.
The theoretical framework used in this study is constructivist
learning theory, which emphasizes the importance of meaningful
and interactive learning experiences. According to this theory,
students construct their own knowledge through interaction with
the environment and direct experience. The use of concrete
teaching aids, such as the Quadratic Equation Square Board, is
expected to help students construct a more effective understanding
of quadratic equation concepts (Herawaty, 2021; Listiawati, 2021;
Tan, 2022). Furthermore, this study also draws on learning
motivation theory and student engagement theory, which
emphasize the importance of creating an interactive learning
environment and encouraging active student participation in the
learning process.

The novelty of this study lies in the qualitative approach used to
explore in-depth student learning experiences and teacher
perceptions of the use of first aid visual aids in learning quadratic
equations. Unlike previous research, which predominantly used
quantitative experimental methods, this study relies on in-depth
interviews, classroom observations, and document analysis to
obtain a more comprehensive picture of classroom learning
dynamics. Thus, this study not only measures learning outcomes but
also understands the processes, challenges, and factors that
influence student engagement and understanding.
The research gap this study aims to fill is the lack of qualitative
research specifically exploring the use of concrete teaching aids in
quadratic equation learning at the junior high school level
(Mutambara, 2020). Most previous research focuses on
quantitative measurement of learning outcomes, while aspects of
learning experiences, perceptions, and interactions between

Figure 1. Quadratic equation board teaching aid
The main concept used in this study is concrete teaching aids as a
means to facilitate the understanding of abstract concepts in
mathematics. They are designed to help students visualize and
directly manipulate quadratic equation concepts, thereby increasing
student engagement, motivation, and understanding. Thus, this
study is expected to make a significant contribution to the
development of more innovative (Castro-Jiménez, 2020), interactive
(Ding, 2019), and effective mathematics learning strategies in the
modern education era (Sigala et al., 2024). Adopting the inverted
pyramid technique, this introduction places the global context and
significance of the study at the beginning, followed by the
identification of the problem and challenges, a review of previous
research, research novelties and gaps, and the theoretical and
conceptual framework used, thus providing a strong and
comprehensive foundation for this study.

2.2 Research Subjects and Setting
This study involved seventh-grade students and mathematics teachers
who were directly involved in learning using the "Quadratic Equation
Board" teaching aid, set in a mathematics classroom at a junior high
school that has implemented this teaching aid in the learning process.
2.3 Data Collection Techniques
Direct classroom observations were conducted during the learning
process to record student engagement, teacher-student interactions,
and the use of the teaching aid. A structured observation sheet was
used to record indicators such as active participation, student focus,
and responses to teacher questions (Howard, 2011). In-depth semistructured interviews were conducted with students and teachers to
explore experiences, perceptions, and challenges encountered during
the use of the teaching aid. Interviews with students focused on
conceptual understanding, learning motivation (Zebua, Musri, &
Ichsan, 2025), and interactive experiences during the learning process,
while interviews with teachers highlighted learning strategies, media
effectiveness, and challenges and solutions encountered (Lee, 2016;
Neuman, 2019; Ra, 2018). Document analysis, including learning notes,
student work, and teacher reflections during the learning process using
the teaching aid, aimed to complement the observation and interview
data and provide authentic evidence regarding changes in student
understanding and engagement.

RESEARCH METHOD
This research uses a qualitative approach with a case study design to
in-depth explore students' learning experiences and teachers'
perceptions of the use of the "Quadratic Equation Board" teaching aid
in teaching quadratic equations in seventh grade. This approach was
chosen to enable researchers to understand the processes,
interactions, and dynamics that occur during learning, as well as to gain
a comprehensive picture of the impact of teaching aid use on students'
understanding of mathematical concepts.

2.4 Research Instruments
The Observation Sheet was used to record student activities and
engagement, as well as the teacher's implementation of teaching aids.
The Interview Guide contained open-ended questions designed to
explore student and teacher experiences and perceptions.
Additionally, the Document Analysis Format was used to assess student
work and learning records.

2.1 Research Design
The research used a qualitative case study (Zaman, 2016). Case studies
allow researchers to conduct in-depth exploration of a specific group
or context, in this case, a seventh grade class using the "Quadratic
Equation Board" teaching aid during teaching quadratic equations.
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Meifa Linda . Exploring the Use of the "Quadratic Equation Board. Delta-Phi: Jurnal Pendidikan Matematika.

2.5 Data Analysis Techniques

Implementation involved classroom observations, interviews, and
document collection during several quadratic equation learning
sessions. The data obtained were then analyzed thematically to
identify patterns and meanings relevant to the research objectives.
Finally, the research results were presented in narrative form, tables,
and supporting figures.

The collected data were analyzed using thematic analysis. This process
included transcribing interview and observation data, coding the data
to identify key themes such as student engagement, conceptual
understanding, and learning challenges, and grouping themes based on
emerging patterns. The analysis results were then interpreted to
answer the research questions and draw conclusions.

2.7 Data Validity

2.6 Research Procedures

To ensure data validity, triangulation of sources and techniques was
conducted by comparing the results of observations, interviews, and
document analysis to obtain a complete and reliable picture of the
impact of the use of teaching aids on student understanding.

Preparation for this study included developing instruments, obtaining
permission from the school, and briefing teachers and students.

Figure 1. Learning Process Flowchart
Table 1 illustrates the changes in student participation indicators
before and after the use of teaching aids, based on the results of
observations and interviews, while Figure 1 shows the flow of the
learning process with the integration of teaching aids, starting from the
explanation of the material to reflection, which emphasizes the active
role of students in each stage. With this research method, it is hoped
that a comprehensive understanding can be obtained regarding the
impact of the use of the "Quadratic Equation Board" teaching aid on
the understanding of the concept of quadratic equations in grade VII
students, as well as providing practical recommendations for
mathematics teachers in integrating innovative media into learning.

analyze, and reflect on the research findings, highlighting the impact of
using concrete visual-based teaching aids. Each discussion is supported
by the latest empirical sources (2020-2025) and relevant data
visualizations.
3.1 Student Engagement in Learning
The use of the Quadratic Equation Board significantly increased
student engagement during the learning process. Classroom
observations and in-depth interviews showed that students were more
active in asking questions, discussing, and participating in problemsolving when concrete teaching aids were used. This aligns with the
findings of Hetmanenko (Aguilos, Gallagher, & Fuchs, 2022; Dou, 2018;
Liebovitch, 2020), who emphasized that active and interactive learning
can increase student interest and understanding in mathematics,
compared to conventional methods that tend to be passive. Other
studies also confirm that the use of concrete teaching aids, such as the
Concrete Representational Abstract (CRA) approach, can build a strong
conceptual foundation before students move on to abstract
understanding.

RESULTS AND DISCUSSION
This section discusses in depth the results of a qualitative study on the
use of the "Quadratic Equation Board" teaching aid to improve
seventh-grade students' understanding of the concept of quadratic
equations. Each sub-chapter will explore, elaborate, critique, review,

Figure 2. Comparison of Student Engagement Before and After Using the Quadratic Equation Board
mathematics classrooms.
3.2 Understanding the Abstract Concept of Quadratic Equations
Analysis of interview data and learning documents indicates that the
quadratic equation board facilitated students' understanding of
abstract concepts, such as the general form of a quadratic equation,

The graph above shows a significant increase in student engagement,
from 55% to 88% after using the quadratic equation board, confirming
that concrete media can create a more interactive and participatory
learning environment, as also found in research on manipulatives in
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Meifa Linda . Exploring the Use of the "Quadratic Equation Board. Delta-Phi: Jurnal Pendidikan Matematika.

the roots of an equation, and graph visualization. Students who initially
struggled to understand the concept symbolically found it easier to
connect visual and symbolic representations after using the tool. An
empirical study from 2022 on interactive diagrams (IDs) confirmed that
interactive visualizations help students develop a more meaningful

understanding of quadratic equations (Zhu, 2024). Furthermore,
research on the role of visual abilities in mathematics learning also
highlights the importance of strengthening visual representations to
deepen conceptual understanding.

Figure 3: Improved Understanding of the Abstract Concept of Quadratic Equations
This visualization shows an increase in student comprehension scores
from 62% to 85% after the visual aid intervention, which supports the
literature that visual and concrete media are highly effective in helping
students understand abstract mathematical concepts.
3.3 Teacher Perceptions of Innovative Media
Interviews with teachers revealed that they viewed the use of
quadratic equation boards as an effective innovation in mathematics
learning (Zhu, 2024). Teachers felt this media facilitated conceptual

explanations, increased student motivation, and enriched the variety
of learning methods. However, some teachers also criticized
implementation challenges, such as the time required for preparation
and training in using the visual aids. A study by Doğan & Kütükçü (Ra,
2018) and research in China on digital mathematics textbooks
confirmed that teachers highly appreciated the innovative media but
emphasized the importance of ongoing training and support for
optimal implementation (Drummond, 2020; Flew, 2019; Loosen, 2012).

Figure 4: Teacher Perceptions of the Effectiveness and Challenges of Visual Aids
The pie chart above shows that the majority of teachers considered
teaching aids effective (40%) and increased student motivation (30%),
but also highlighted the need for training (20%) and preparation time
(10%). This aligns with the need for professional development for
teachers in adopting learning innovations.
3.4 Long-Term Impact and Recommendations
Reflections on the research findings indicate that the integration of
quadratic equation board teaching aids not only impacts short-term
understanding but also has the potential to improve the quality of

mathematics learning sustainably. The use of concrete and visual
media can build a strong foundation for mathematical thinking,
facilitate the transition from concrete to abstract understanding
(Mutambara, 2020), and foster students' interest in learning
mathematics. Recent studies confirm that learning innovations based
on concrete and digital teaching aids can significantly improve student
learning outcomes and engagement. Therefore, it is recommended
that mathematics teachers actively integrate these innovative media
into the curriculum and receive adequate training.

Figure 5: "Flowchart of Teaching Aid Integration in Mathematics Learning
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Meifa Linda . Exploring the Use of the "Quadratic Equation Board. Delta-Phi: Jurnal Pendidikan Matematika.

Ahmadi, S. (2021). Frameworks, quantitative indicators, characters, and
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the flowchart above illustrates the integration of teaching aids, from
procurement and teacher training to classroom implementation, to
their impact on student understanding and engagement, ultimately
leading to improved mathematics learning. This process underscores
the importance of systemic support and ongoing training for effective
and sustainable learning innovations.
The results of this study confirm that the use of the "Quadratic
Equation Board" teaching aid significantly increased seventh-grade
students' engagement and understanding of the concept of quadratic
equations. Teachers viewed this medium as an effective innovation,
although it requires training and preparation time. The integration of
concrete and visual teaching aids in mathematics learning is
recommended to create a more interactive, meaningful, and
sustainable learning environment. These findings are supported by
various recent empirical studies highlighting the importance of
innovative learning media in improving the quality of mathematics
education in the modern era.

Breive, S. (2020). Student–teacher dialectic in the co-creation of a zone of
proximal development: an example from kindergarten
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CONCLUSION

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Based on the results of a study exploring the use of the "Quadratic
Equation Board" teaching aid in teaching quadratic equations to
seventh-grade students, it can be concluded that the integration of this
concrete teaching aid significantly improves students' understanding
of the concept of quadratic equations. The use of the quadratic
equation board not only facilitates students' understanding of abstract
mathematical concepts but also encourages active engagement and
participation in class discussions. The learning environment becomes
more interactive and meaningful, resulting in students being more
focused, enthusiastic, and confident in participating in the lesson and
answering questions. These findings confirm that innovative learning
media based on concrete teaching aids are highly effective in helping
students develop deeper conceptual understanding and improving the
overall quality of mathematics learning.
Based on the findings of this study, it is recommended that
mathematics teachers actively integrate innovative learning media
such as the "Quadratic Equation Board" into their teaching, particularly
for abstract and challenging materials. The use of concrete teaching
aids can help students visualize and manipulate mathematical
concepts, thereby increasing their participation, motivation, and
understanding. Teachers are also encouraged to continue exploring
and developing a variety of relevant and contextual learning media to
create a more interactive and enjoyable learning environment. In
addition, schools and educational policy makers are expected to
provide support in the form of training and provision of facilities so that
teaching aid-based learning innovations can be optimally implemented
at various levels of education. Further research is also recommended
to examine the effectiveness of similar teaching aids on other
mathematics topics and in broader contexts, as well as to explore the
long-term impact of the use of concrete media on student learning
outcomes. Thus, the use of the "Quadratic Equation Board" teaching
aid has proven to be an effective solution in overcoming the challenges
of mathematics learning in grade VII, as well as providing a real
contribution to the development of innovative, interactive, and
student-centered learning strategies.

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