Active Learning Barriers in Developing Mathematical Proficiency: Comparing Visual Impairment Students’ and Teachers’ Perspective

Abstract

Visual impairment (VI) students face various barriers in mathematics learning, which cause low mathematical proficiency (MP). Therefore, active learning (AL) needs to be optimized to develop the MP of VI students in inclusive classes. This research aimed to explore the barriers of AL to developing MP from the perspectives of VI students and teachers. This was qualitative research with a case study design. The subjects were nine VI students and seven mathematics teachers from an inclusive high school in Yogyakarta. They were selected using purposive sampling. Semi-structured interviews were conducted to collect data. Data analysis was done using the Bogdan and Biklen approach. The result explores AL barriers to developing MP from the perspectives of VI students and teachers almost similar. It can be categorized into three themes: 1) human side barriers, mainly barriers are students' lack of confidence in their abilities and novice teachers' lack of confidence in facilitating VI students. This indicates that both of them have low self-efficacy; 2) environmental barriers, mainly related to discrimination and limited communication skills; and 3) technology and learning media barriers, mainly related to limited learning media for VI students' hands-on activities.