Abstract
One indicator of students’ mathematical mastery is their ability to apply mathematical concepts in science, such as chemistry. However, many students struggle when chemistry problems involve mathematical reasoning. This study aims to examine whether mathematical applications influence students’ difficulty levels in solving chemistry problems. The research contribution is to provide empirical evidence on how mathematical applications relate to students’ cognitive challenges in chemistry by integrating large- scale quantitative data with qualitative insights from teachers and experts. The study employed a descriptive–exploratory design using both quantitative and qualitative approaches. Quantitative data were drawn from Indonesia’s national examination results (2013–2017), while qualitative data were collected through focus group discussions with three chemistry teachers and interviews with one chemistry education expert. Contingency-table analysis tested the effect of mathematical application on item difficulty, and thematic analysis identified causes of difficulty and teaching strategies. The findings show that mathematics does not significantly affect students’ performance; rather, difficulties stem from the abstract and complex nature of chemistry concepts. Teachers overcome these challenges by using laboratories, visual media, and problem-solving exercises. These results suggest that conceptual understanding, rather than mathematical skill, is essential for improving chemistry learning and integrating mathematics with science education.no 8