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All Journal Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu
Putu Nanci Riastini
Elementary School Teacher Education Study Program, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Education

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An Analysis of the Perception of Growth Mindset in Relation to Parenting Styles Among Elementary School Teachers I Gede Krisna Oviantika; Putu Nanci Riastini; Ni Made Dainivitri Sinta Sari
Mimbar Ilmu Vol. 31 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v31i1.105043

Abstract

Teachers’ growth mindset shows variation that is not yet optimal, where some teachers do not fully believe that abilities can be developed through effort, experience, and continuous learning, resulting in a tendency toward a fixed mindset among certain individuals. This condition is assumed to be influenced by both internal and external factors, one of which is family parenting style experienced during childhood. This study aims to analyze and compare teachers’ perceptions of their growth mindset based on the parenting style they experienced from their parents. This research uses a descriptive quantitative approach with 48 teachers selected through a total sampling technique. Data were collected using a closed-ended questionnaire that had been tested for validity and reliability, and then analyzed using descriptive statistics. The results indicate that teachers’ growth mindset is predominantly in the moderate to high category, with a small proportion in the strong and fixed mindset categories. In terms of parenting style, most respondents were raised under an authoritative parenting style, while a small number experienced permissive parenting, and no authoritarian parenting was found. The comparison results show that authoritative parenting is associated with a more positive growth mindset. Overall, this study concludes that authoritative parenting plays an important role in fostering teachers’ growth mindset through balanced support and guidance. The implication of this study is that the development of growth mindset should consider family factors as well as supportive educational environments that encourage reflection, resilience, and lifelong learning.
Positive Relationship Between Inclusive Students in Science Learning Based on Demographic Data in Inclusive Elementary School Luh Armita Cahya Lestari; Putu Nanci Riastini; Dewa Gede Firstia Wirabrata
Jurnal Ilmiah Sekolah Dasar Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v10i1.110855

Abstract

The low level of interaction between deaf (kolok) students and regular students in science learning, caused by differences in communication methods, limited inclusive learning support, and a lack of collaborative activities, has resulted in suboptimal positive relationships in inclusive classrooms. This study aimed to describe the level of positive relationships between kolok students and regular students and to analyze them based on gender and age. The research employed a quantitative approach with a descriptive design. The sample consisted of 38 students, including 8 kolok students and 30 regular students. Data were collected using the PERMA Profiler instrument and analyzed using descriptive statistics. The results showed that the average score of the Relationship dimension was 6.7, which fell within the low to normal category. Regular students demonstrated higher positive relationship scores, ranging from 7.4 to 7.6, while kolok students were in the very low category, with scores between 4.0 and 4.3. Analysis based on gender and age revealed relatively similar patterns, with the Meaning dimension showing the highest scores (7.1–7.5) and Happiness the lowest (5.2–5.6). In conclusion, communication barriers and limited learning support affect the quality of positive relationships among students in inclusive classrooms. The implication is that science learning needs to be designed to be more inclusive, collaborative, and oriented toward strengthening the social-emotional development of kolok students.
Co-Authors Dewa Gede Firstia Wirabrata I Gede Krisna Oviantika Luh Armita Cahya Lestari Ni Made Dainivitri Sinta Sari