Perceptions and Challenges of Indigenous Papuan Students in Learning Elementary Linear Algebra

Abstract

The transition from secondary school to university mathematics presents substantial academic challenges, particularly for students entering higher education from geographically remote and educationally disadvantaged contexts. While previous studies have extensively examined students' conceptual difficulties in learning linear algebra, limited attention has been given to how Indigenous students experience this transition within regional scholarship programmes designed to expand educational access. This study explored the perceptions, learning challenges, and learning experiences of Indigenous Papuan students participating in the Seribu Sarjana scholarship programme while learning Elementary Linear Algebra at Universitas Musamus. A qualitative descriptive design was employed involving thirteen first-year Indigenous Papuan students from Mappi Regency, South Papua. Data were collected through classroom observations, semi-structured interviews, students' written work, reflective field notes, and post-test responses during an eight-session remedial programme. The data were analysed using thematic analysis supported by methodological triangulation. The findings revealed three major themes. First, participants entered university mathematics with uncertain academic identities, negative perceptions of mathematics, and limited mathematical self-confidence. Second, their learning challenges extended beyond procedural difficulties and included fragile foundational mathematical knowledge, difficulties in abstract symbolic reasoning, mathematics anxiety, and dependence on guided instructional support. Third, participants' learning experiences changed progressively throughout the remedial programme, as evidenced by increased classroom engagement, improved conceptual understanding through multiple representations, and growing mathematical confidence and willingness to participate. This study contributes to mathematics education by demonstrating that students' transition to university mathematics is shaped by interactions between prior educational experiences, affective factors, and instructional support. The findings further suggest that expanding higher education access through regional scholarship programmes should be accompanied by structured academic transition support that addresses both cognitive and affective dimensions of learning.