<![CDATA[This study examined the level of decimal understanding and the level of mathematics anxiety among slow-learning students in inclusive junior high schools in Makassar City, Indonesia, and analyzed the effect of mathematics anxiety on decimal understanding using regression analysis. A mixed-methods sequential explanatory design was employed, beginning with a quantitative phase involving 110 slow-learning students from two inclusive schools, followed by a qualitative phase with nine purposively selected students representing high, moderate, and low understanding categories. Mathematics anxiety was measured using a questionnaire adapted from an established math anxiety scale, and its effect on decimal understanding was tested through regression analysis. Results indicated that mathematics anxiety did not have a statistically significant effect on decimal understanding (B = 0.117; p = .404), and this coefficient was therefore not retained as a direct path in the final regression model. Qualitative findings clarified that anxiety was context-dependent, emerging mainly under time pressure and fear of making mistakes, and did not necessarily prevent understanding when students received gradual explanation and additional examples. These findings suggest that instructional support for slow learners should reduce performance pressure and provide adaptive scaffolding, since the effect of anxiety on decimal understanding appears to depend heavily on instructional context rather than operating as a uniform, direct barrier.]]>
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