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All Journal Imajiner: Jurnal Matematika dan Pendidikan Matematika Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang
Evrihatin, Dita Susi
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Teacher Identity in Transition: A Growth Mindset Perspective from Pre-Service Mathematics Teaching Practice Arviolita, Dea; Maharini, Dina; Evrihatin, Dita Susi; Herawati, Any; Trisniwati, Retno; Faradiba, Surya Sari
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.969

Abstract

This study explores how teacher identity is constructed and enacted through a growth mindset perspective in a pre-service mathematics teacher. Recognizing that teacher identity is dynamic and shaped through practice, this research aims to investigating how growth-oriented beliefs are reflected in instructional discourse and classroom interaction. A qualitative case study design was employed, focusing on a pre-service teacher conducting a teaching practicum in a State Senior High School 3 Malang. Data were collected through classroom teaching transcript derived from a recorded lesson on compound interest and analyzed using discourse analysis to identify patterns related to growth mindset and teacher identity. The findings reveal that the teacher demonstrates an emerging growth mindset through effort encouragement, valuing process, normalizing mistakes, and student agency, and challenge orientation. These practices position the teacher as a motivator and facilitator who supports student engagement and confidence. However, the teacher also frequently adopts authoritative and evaluative roles, particularly when emphasizing procedural accuracy and providing direct instruction. This indicates a tension fostering student-centered learning and ensuring correct mathematical understanding. Overall, the study highlights that teacher identity is constructed as a hybrid and transitional process, where growth mindset beliefs coexist with traditional instructional practices. The findings suggest that developing a growth mindset in teaching requires alignment between beliefs and classroom practices. Therefore, teacher professional education programs should support reflective practice to help pre-service teachers integrate growth-oriented principles more consistently in their teaching.
Analisis Pemahaman Konsep Murid Ditinjau dari Kesiapan Belajar dalam Pembelajaran Discovery Learning Berbasis Gradasi Scaffolding Evrihatin, Dita Susi; Rahmawati, Erlita Nur; Herawati, Any; Alifiani, Alifiani
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 4 (2026): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v8i4.27705

Abstract

This study aimed to describe the conceptual understanding of high-, medium-, and low-ability students in Discovery learning based on graduated scaffolding on the topic of future value of annuities (prenumerando and postnumerando). The study employed a descriptive qualitative approach within a Lesson study framework conducted through two cycles (plan–do–see) involving eleventh-grade students at SMA Negeri 3 Malang. Deep analysis was applied to three subjects selected through purposive sampling based on the results of the diagnostic assessment. These three subjects represented three student ability groups: high (10 students), moderate (17 students), and low (8 students).Data were collected through diagnostic assessment, differentiated student worksheets, observations, documentation, and analysis of students’ work. The findings revealed that students’ conceptual understanding varied according to their learning readiness. High-ability students demonstrated flexible deductive–inductive thinking patterns, independently derived formulas, and accurately applied concepts to contextual problems. Medium-ability students showed guided linear thinking patterns through gradual scaffolding, whereas low-ability students exhibited fragmented thinking patterns with a higher dependence on teacher support. The Lesson study results indicated that Cycle 1, which implemented random grouping, was unable to optimally accommodate the diversity of students’ learning readiness, as reflected in uneven participation and the emergence of conceptual errors. Improvements implemented in Cycle 2 through the use of diagnostic assessment, readiness-based grouping, and graduated scaffolding-based worksheets resulted in more equitable student engagement and enhanced conceptual understanding. The findings emphasize that students cannot be treated uniformly. Effective mathematics instruction requires learning-readiness-based differentiation to create more adaptive, meaningful, and inclusive learning experiences that accommodate students’ diverse needs.
Co-Authors Alifiani, Alifiani Any Herawati, Any Arviolita, Dea Maharini, Dina Rahmawati, Erlita Nur Surya Sari Faradiba Trisniwati, Retno