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Students’ Mathematical Anxiety during the Covid-19 Pandemic and Its Impact on Deaf Students’ Mathematics Learning Outcomes

Unnes Journal of Mathematics Education · Vol. 13 No. 1 (2024) · hlm. 81–95

DOI
10.15294/77vcrx47
ISSN
2460-5840, 2252-6927
Terbit
2024-03-23
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

The emergence of various problems during online learning must receive attention, especially for special needs students. For deaf children, online learning problems in mathematics lessons will become more complex due to communication barriers (hearing loss). This study aims to analyze deaf children's mathematical anxiety in learning mathematics and its correlation to the deaf children’s learning outcomes during the Covid-19 pandemic. This research was descriptive and correlational research types. The subject research was deaf children at the SMP Luar Biasa Negeri Tuna Rungu. The study sample was 24 students. Research data was collected by observation, interviews, questionnaires, and tests. The data analysis used was descriptive analysis and simple regression. The results showed that deaf children's mathematical anxiety was very high. The results of the regression analysis show that mathematical anxiety has a significant effect on mathematics learning outcomes. Even though online learning during the pandemic has made the implementation of mathematics learning flexible because it can accommodate different learning styles of children, many obstacles were found in the learning process, given the limitations of deaf children, and they preferred offline learning. The implications of this research are expected to be an evaluation for teachers and deaf children to improve mathematics learning outcomes and to overcome deaf children's mathematical anxiety.

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28 penulis · 74 tautan kepenulisan bersama · 31 lintas organisasi

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  • Universitas Pendidikan Ganesha
  • Indonesia University of Education
  • Islamic University of Riau
  • University of Mataram
  • INTI International University
  • Universitas Jambi
  • University of Timor
  • Afiliasi tidak diketahui
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  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
I Nengah SupartaUniversitas Pendidikan Ganesha2
Ni Putu Santhi WidiasihUniversitas Pendidikan Ganesha1
Agus HendriyantoIndonesia University of Education1
Lilis Marina AngrainiIslamic University of Riau1
Astri WahyuniIslamic University of Riau1
Deshinta Arrova DewiINTI International University1
Kadek Cintya Purnama Dewi DewiAfiliasi tidak diketahui1
I Gusti Ngurah PujawanUniversitas Pendidikan Ganesha1
Gede Supanca WidnyanaAfiliasi tidak diketahui1
I Gusti Ayu Agung Intan Ananda Suari YudiasaUniversitas Pendidikan Ganesha1
Ni Made Sri MertasariUniversitas Pendidikan Ganesha1
I Made ArdanaUniversitas Pendidikan Ganesha1
Gusti Ayu MahayuktiUniversitas Pendidikan Ganesha1
Muhammad Naoval HusniUniversity of Mataram1
I Gede Adhitya Wisnu WardhanaUniversity of Mataram1
Irianto IriantoUniversitas Jambi1
Tatang HermanIndonesia University of Education1
Didi SuryadiIndonesia University of Education1
Al JupriIndonesia University of Education1
Elah NurlaelahIndonesia University of Education1
Asep Bayu Dani NandiyantoIndonesia University of Education1
Zulkaidah Nur AhzanUniversity of Timor1
Dewa Ayu Krisna ApriyantiUniversitas Pendidikan Ganesha1
I Made SugiartaUniversitas Pendidikan Ganesha1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Students’ Mathematical Anxiety during the Covid-19 Pandemic and Its Impact on Deaf Students’ Mathematics Learning Outcomes</dc:title>
	<dc:creator xml:lang="en">Mahayukti, Gst Ayu</dc:creator>
	<dc:creator xml:lang="en">Dewi, Putu Kartika</dc:creator>
	<dc:creator xml:lang="en">Suarsana, I Made</dc:creator>
	<dc:creator xml:lang="en">Hartawan, I Gusti Nyoman Yudi</dc:creator>
	<dc:subject xml:lang="en">Mathematical anxiety</dc:subject>
	<dc:subject xml:lang="en">learning achievement</dc:subject>
	<dc:subject xml:lang="en">deaf children</dc:subject>
	<dc:description xml:lang="en">The emergence of various problems during online learning must receive attention, especially for special needs students. For deaf children, online learning problems in mathematics lessons will become more complex due to communication barriers (hearing loss). This study aims to analyze deaf children's mathematical anxiety in learning mathematics and its correlation to the deaf children’s learning outcomes during the Covid-19 pandemic. This research was descriptive and correlational research types. The subject research was deaf children at the SMP Luar Biasa Negeri Tuna Rungu. The study sample was 24 students. Research data was collected by observation, interviews, questionnaires, and tests. The data analysis used was descriptive analysis and simple regression. The results showed that deaf children's mathematical anxiety was very high. The results of the regression analysis show that mathematical anxiety has a significant effect on mathematics learning outcomes. Even though online learning during the pandemic has made the implementation of mathematics learning flexible because it can accommodate different learning styles of children, many obstacles were found in the learning process, given the limitations of deaf children, and they preferred offline learning. The implications of this research are expected to be an evaluation for teachers and deaf children to improve mathematics learning outcomes and to overcome deaf children's mathematical anxiety.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-03-23</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ujme/article/view/2469</dc:identifier>
	<dc:identifier>10.15294/77vcrx47</dc:identifier>
	<dc:source xml:lang="en">Unnes Journal of Mathematics Education; Vol. 13 No. 1 (2024): Reguler Issue; 81-95</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/8ng21n52</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ujme/article/view/2469/97</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Unnes Journal of Mathematics Education</dc:rights>
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