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All Journal JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Media Pendidikan Matematika
Salma, Akmal Tsaqifiya
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Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring the Learning Barriers in Mathematics for Hearing-Impaired Students in Inclusive Classrooms Salma, Akmal Tsaqifiya
JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan Vol 10, No 4 (2024): JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpiuns.v10i4.96875

Abstract

This study aims to identify the barriers and difficulties encountered by students with hearing impairments in learning mathematics in an inclusive classroom. This research employed a descriptive qualitative approach, involving students from SMP Negeri 2 Sewon, Bantul, and the inclusive class teacher as research subjects. Research instruments in the form of interviews and observations were used to collect data on the learning challenges faced by students with hearing impairments. Data analysis was conducted through data reduction, which involved filtering important information obtained from interviews and observations. The reduced data was then presented in a narrative form before drawing conclusions. The results indicate that the inclusive classroom setting provides both opportunities and challenges for students with hearing impairments, who often face difficulties in understanding mathematical concepts due to limitations in verbal communication and insufficient instructional strategies. Teachers reported the necessity of using clear lip movements and personalized teaching strategies, such as cooperative learning and differentiated instruction, to bridge these gaps. Additionally, the inclusive classroom fosters empathy and collaborative skills among all students, while the assessment standards for students with hearing impairments are adapted to align with their unique needs and abilities. This study is expected to provide a deep understanding of the barriers faced by students with hearing impairments in learning mathematics in an inclusive classroom.
Kruskal-Wallis Analysis in Determining Differences in Mathematical Problem-Solving Ability Based on Level of Learning Interest Salsabila, Shecha; Salma, Akmal Tsaqifiya; Dewanti, Sintha Sih; Qotrunnada, Qotrunnada; A'maali, Waffiq Lanaa Zakya
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.16468

Abstract

Mathematics demands high-level thinking skills, especially in problem-solving, and is characterized by systematic and logical reasoning. Beyond cognitive aspects, affective factors such as students’ interest in learning also influence their engagement and success. This study investigates differences in algebraic problem-solving ability based on students' interest levels and explores the relationship between the two variables. A comparative quantitative approach was used with Kruskal-Wallis non-parametric analysis and a correlation test. The sample consisted of 30 seventh-grade students at an MTs in Yogyakarta, grouped into low, medium, and high interest categories. Data were collected through a learning interest questionnaire and an algebra problem-solving test. The Kruskal-Wallis results showed a significance value of 0.135 (>0.05), indicating no significant difference in problem-solving ability among the groups. Similarly, the correlation test revealed no significant relationship between interest and ability. These findings suggest that learning interest does not directly affect students' algebraic problem-solving skills. Future research could explore other factors influencing mathematical problem-solving performance.
Co-Authors A'maali, Waffiq Lanaa Zakya Qotrunnada, Qotrunnada Salsabila, Shecha Sintha Sih Dewanti