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All Journal Journal for Lesson and Learning Studies Indonesian Journal Of Educational Research and Review
Putu Nanci Riastini
Jurusan Pendidikan Dasar, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Education Other

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Growth Mindset Profiles of Elementary School Teachers with Inclusive Students: An Analysis by Professional Status, Age, and Gender Ni Luh Sri Wida Wati; Putu Nanci Riastini; Basilius Redan Werang
Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i2.91366

Abstract

Many inclusive elementary school teachers still have a fixed mindset, which can hinder the development of students with special needs. This mindset results in low expectations of students’ abilities and the implementation of less flexible teaching methods. Teachers with a growth mindset are more capable of creating a supportive learning environment that fosters students' potential. This study aims to identify the growth mindset profile of elementary school teachers based on professional status, age, and gender. A descriptive quantitative method was used, involving 51 teachers as respondents. Data were collected using a Likert-scale questionnaire adapted from Carol Dweck’s Mindset Quiz and analysed using descriptive statistics. Results showed that 72.55% of teachers had a growth mindset with some fixed ideas, 17.65% had a strong growth mindset, and 9.80% exhibited a fixed mindset. Certified teachers and those aged 36–45 tended to have a stronger growth mindset, while younger teachers were more likely to have a fixed mindset. This study highlights the need for training and mentoring programs to strengthen teachers’ growth mindsets in supporting more effective inclusive education.
Accessible Science Learning for Deaf Students in Inclusive Elementary Classrooms: Teaching Strategies, Communication Barriers, and Support Needs Made Shinta Wesiana Dewi; Putu Nanci Riastini; I Wayan Ardana
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April - INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.92496

Abstract

Deaf students in inclusive elementary schools often experience barriers in science learning because verbal explanations, abstract concepts, and science terminology are not always accessible through conventional classroom practices. This study aimed to describe the science learning process for deaf students at SD Inklusi Negeri 2 Bengkala, focusing on teaching strategies, learning challenges, media use, classroom interaction, and the role of the special mentor teacher. A descriptive qualitative design was employed. Data were collected through classroom observation, semi-structured interviews, and document study involving regular teachers, special mentor teachers, hearing students, and deaf students. The data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that science learning was implemented through expository teaching, contextual learning, demonstration, role-play, visual media, and sign-language assistance. The main challenges faced by deaf students included difficulty understanding verbal explanations, limited access to science terminology in sign language, inadequate assistive technology, dependence on the special mentor teacher, and limited participation in discussion-based learning. The study concludes that inclusive science learning requires stronger visual support, adaptive media, sufficient special mentor teacher assistance, and more interactive learning strategies.
Co-Authors Basilius Redan Werang I Wayan Ardana Made Shinta Wesiana Dewi Ni Luh Sri Wida Wati