Pola Pikir Bertumbuh dalam Pembelajaran Matematika: Studi pada Mahasiswa Calon Guru melalui Lesson Study
Growth Mindset in Mathematics Learning: A Study of Pre-service Teacher through Lesson Study
Keywords:
Pola Pikir Bertumbuh, Lesson Study, Pembelajaran Matematika, Calon Guru
Abstract
This study aims to analyze the growth mindset of prospective mathematics teachers based on learning transcripts from Lesson Study activities on quadratic equations. A qualitative case study approach with thematic analysis was employed to examine classroom interactions, focusing on responses to errors, learning strategies, effort, and teacher feedback. The findings indicate that a growth mindset began to emerge through several key indicators: acceptance of mistakes as part of the learning process, active cognitive engagement such as asking clarification questions, constructive process-oriented feedback from teachers, and collaborative group discussions. However, the study also identified inconsistent pedagogical practices, particularly the use of generalized negative feedback focusing solely on final answers, which potentially reinforces a fixed mindset. The results highlight that while Lesson Study provides an effective collaborative platform for developing a growth mindset, strengthening pedagogical communication competence is essential for prospective teachers to consistently apply growth mindset principles. This study contributes empirical evidence on how growth mindset manifests in authentic classroom settings and underscores the importance of reflective practices in teacher education.
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References
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Weidlich, J., Fink, A., Frey, A., Jivet, I., Gombert, S., Menzel, L., Giorgashvili, T., Yau, J., & Drachsler, H. (2025). Highly informative feedback using learning analytics: How feedback literacy moderates student perceptions of feedback. International Journal of Educational Technology in Higher Education, 22(1), 43. https://doi.org/10.1186/s41239-025-00539-9
Anisa, Y., Fahruza, R., & Hafiz, M. (2023). Students’ Mathematical Communication Skills in Mathematics Learning. International Journal of Innovative Research in Computer Science and Technology, 11(6), 39–43. https://doi.org/10.55524/ijircst.2023.11.6.7
Azizi, F., Mufidah, M., Siraj, A. Y. H., & Fajri, A. N. (2024). IMPLEMENTASI KELAS RAMAH KEGAGALAN UNTUK
MENINGKATKAN GROWTH MINDSET SISWA MELALUI EVALUASI ULANG KESALAHAN DALAM UJIAN. JURNAL MANAJEMEN PENDIDIKAN, 10. https://doi.org/https://doi.org/10.34125/jmp.v10i4.903
Brandmo, C., & Gamlem, S. M. (2025). Students’ perceptions and outcome of teacher feedback: A systematic review. Frontiers in Education, 10, 1572950. https://doi.org/10.3389/feduc.2025.1572950
Câmpean, A., Bocoș, M., Roman, A., Rad, D., Crișan, C., Maier, M., Tăușan-Crișan, L., Triff, Z., Triff, D.-G., Mara, D.,
Mara, E.-L., Răduț-Taciu, R., Todor, I., Baciu, C., Neacșu, M.-G., Dumitru, I., Colareza, C. C., & Roman, C. E. (2024). Examining Teachers’ Perception on the Impact of Positive Feedback on School Students. Education Sciences, 14(3), 257. https://doi.org/10.3390/educsci14030257
Gao, H., Evans, T., & Fergusson, A. (2025). Student explanation in middle and secondary mathematics and statistics: A scoping literature review (p. 309941 Bytes). The University of Auckland. https://doi.org/10.17608/K6.AUCKLAND.29946527
Hasanah, K., & Rosyidi, A. H. (2023). The Process of System of Linear Equations in Three Variables Solving Procedure’s Construction Using Analogy: Individual VS Paired. MATHEdunesa, 12(2), 534–556. https://doi.org/10.26740/mathedunesa.v12n2.p534-556
Lipka, O., Bufman, A., Shaul, S., & Katzir, T. (2025). Transforming Teacher Knowledge to Practice: Exploring the Impact of a Professional Development Model on Teachers’ Literacy Instruction and Self-Efficacy. Education Sciences, 15(9), 1230. https://doi.org/10.3390/educsci15091230
Liu, R. (2025). Psychological resources for academic buoyancy: The roles of growth mindset and emotional intelligence in Chinese university students. Frontiers in Psychology, 16, 1580929. https://doi.org/10.3389/fpsyg.2025.1580929
Masingila, J. O., Caviness, S. L., Simiyu, C. W., Agbozo, C. T., & Nartey, F. (2025). Preparing Prospective Mathematics Teacher Educators to Teach Mathematics Through Problem Solving. Education Sciences, 15(9), 1131. https://doi.org/10.3390/educsci15091131
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22, 16094069231205789. https://doi.org/10.1177/16094069231205789
Ng, O.-L., Ni, Y., Shi, L., Tam, W. W. Y., & Cheung, A. C. (2025). Linking changes in teacher discourse behaviors to changes in student learning outcomes in Hong Kong mathematics classrooms. Asian Journal for Mathematics Education, 4(1), 56–83. https://doi.org/10.1177/27527263241308028
Nobutoshi, M. (2023). Metacognition and Reflective Teaching: A Synergistic Approach to Fostering Critical Thinking Skills. Research and Advances in Education, 2(9), 1–14. https://doi.org/10.56397/RAE.2023.09.01
OECD. (2025). Mindsets, attitudes and learning: Exploring their connections among students (133rd ed., OECD Education Policy Perspectives) [OECD Education Policy Perspectives]. https://doi.org/10.1787/8b1756bc-en
Padir, M. A., & Vangölü, M. S. (2023). Implicit Theory of Intelligence: Growth Mindset. Psikiyatride Güncel
Yaklaşımlar, 15(3), 451–457. https://doi.org/10.18863/pgy.1163630
Piyakun, A., & Phusee-Orn, S. (2025). The roles of teachers’ beliefs and instructional practices in students’ mathematical mindset. Frontiers in Education, 10, 1480277. https://doi.org/10.3389/feduc.2025.1480277
Prihandoko, L. A., Morganna, R., & Nugrah Amalia, S. (2024). Self-efficacy and Metacognition as the Mediated Effects of Growth Mindset on Academic Writing Performance. Journal of Language and Education, 10(2), 108–122. https://doi.org/10.17323/jle.2024.13979
Rizal, A. S. (2023). Relevansi Growth Mindset dengan Kurikulum Merdeka Belajar di EravSocietyg5.0. Jurnal Pendidikan Islam, 21.
Septiana, N. N., Khoiriyah, Z., & Shaleh. (2024). METODE PENELITIAN STUDI KASUS DALAM PENDEKATAN KUALITATIF (Pt. 04). Didaktik: Jurnal Ilmiah PGSD FKIP Universitas Mandiri, 10. https://doi.org/https://doi.org/10.36989/didaktik.v10i04.5181
Siahaan, F. E., Siahaan, S., Situmeang, S. A., Siahaan, B. L., & Hutabarat, N. M. P. (2025). Pelatihan Lesson Study untuk Meningkatkan Kemampuan Guru dalam Merancang Pembelajaran Efektif. JURNAL AKADEMIK PENGABDIAN MASYARAKAT, 3(2). https://doi.org/https://doi.org/10.61722/japm.v3i2
Subasman, I. (2024). Improving The Practice Of Teacher Learning Reflection Through Digital Technology-Based Lesson Study. AL-ISHLAH: Jurnal Pendidikan, 16(2). https://doi.org/10.35445/alishlah.v16i2.4905
Susanto, D., Risnita, & Jailani, M. S. (2023). Teknik Pemeriksaan Keabsahan Data Dalam Penelitian Ilmiah. Jurnal QOSIM Jurnal Pendidikan Sosial & Humaniora, 1(1), 53–61. https://doi.org/10.61104/jq.v1i1.60
Ulum, A. P. B. (2025). IMPLEMENTASI PROGRAM PENGEMBANGAN PROFESIONAL GURU MELALUI LESSON STUDY DI SEKOLAH DASAR NEGERI (Pt. 5). Jurnal Pendidikan Indonesia: Teori, Penelitian dan Inovasi, 5. https://doi.org/10.59818/jpi.v5i5.2157
Weidlich, J., Fink, A., Frey, A., Jivet, I., Gombert, S., Menzel, L., Giorgashvili, T., Yau, J., & Drachsler, H. (2025). Highly informative feedback using learning analytics: How feedback literacy moderates student perceptions of feedback. International Journal of Educational Technology in Higher Education, 22(1), 43. https://doi.org/10.1186/s41239-025-00539-9
Published
2026-06-12
How to Cite
Puspa, R., Kurniasari, R., Hakim, M., Faradiba, S., Khasan, M., & Ambarwati, S. (2026). Pola Pikir Bertumbuh dalam Pembelajaran Matematika: Studi pada Mahasiswa Calon Guru melalui Lesson Study. Jurnal Cendekia : Jurnal Pendidikan Matematika, 10(2), 852-862. https://doi.org/10.31004/cendekia.v10i2.4995
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Copyright (c) 2026 Ratri Asmaya Puspa, Rastina Kurniasari, Mochamad Lukman Hakim, Surya Sari Faradiba, Miftahul Khasan, Siti Ambarwati
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