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All Journal Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang
Sunaifah, Ivatus
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Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGEMBANGAN MEDIA KARTU TOPIK TRIGONOMETRI KELAS X SMAN 4 MALANG Sunaifah, Ivatus
Jurnal Likhitaprajna Vol 21 No 1 (2019): April 2019
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (907.008 KB) | DOI: 10.37303/likhitaprajna.v21i1.132

Abstract

Mathematics is a universal science that underlies the development of modern technology. Mathematics learning is done through communication between teachers and students with tools both in the form of audio-visual and print. Media is a tool for the learning process to clarify the meaning of the message delivered, so that it can achieve the learning objectives better and more perfectly. The use of media is not judged by the sophistication of the media but more important is the function and role in helping the learning process. This development research aims to produce media for the topic of trigonometric equations. This media is designed to be applied in cooperative learning and aims to improve students' problem solving abilities. Media development was carried out using the 4D model (Define, Design, Develop, Disseminate). To get media that is valid, practical and effective in accordance with the criteria set by the author, the researcher compiles the RPP and research instruments supporting the implementation of the media. The validation results indicate that the media and supporting instruments have met the validity criteria. The results of trials in the field indicate that the media has met the criteria of practicality and effectiveness.Keywords: development, card media, trigonometry
Teacher Beliefs about Growth Mindset in Pre-Service Mathematics Teaching Lathifah, Hannif; Parnata, Indhiadma; Istiqomah, Fadhilah Nur; Sholekah, Iis; Maghfiroh, Khikmatus Shahrin; Sunaifah, Ivatus; Badriyah, Lailatul; 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.v28i1.970

Abstract

This study explores how classroom discourse reflects the implementation of growth mindset principles in mathematics learning by pre-service teachers during their teaching practicum at SMAN 4 Malang. The research focuses on how feedback practices, questioning strategies, and task design support students’ engagement, reasoning, and responses to challenges. A qualitative approach was employed through classroom observations and analysis of instructional interactions conducted by pre-service teachers. The findings reveal that the learning environment demonstrated several key characteristics of a growth mindset-oriented classroom. Pre-service teachers were able to create a supportive atmosphere that encouraged student participation, idea expression, and reasoning. Practices such as promoting student thinking and normalizing mistakes were particularly evident, helping students focus on conceptual understanding rather than merely obtaining correct answers. However, the feedback implementation tended to emphasize correctness rather than students’ effort and strategies, and opportunities for productive struggle were limited due to relatively quick intervention and uneven scaffolding. As a result, students had fewer opportunities to engage in sustained independent problem-solving, which is essential for developing persistence and resilience. Overall, the study highlights the need for more explicit emphasis on effort-based feedback and greater opportunities for students to engage with challenging tasks. These improvements are expected to strengthen students’ growth mindset, persistence, and deeper understanding in mathematics learning. The contribution of this study lies in providing empirical insights into the implementation of growth mindset principles in mathematics teaching practices by pre-service teachers, particularly in terms of classroom discourse. The findings may serve as a basis for reflection and the development of teacher education programs aimed at designing instructional interactions that better support students’ growth mindset development.
Co-Authors Istiqomah, Fadhilah Nur Lailatul Badriyah Lathifah, Hannif Maghfiroh, Khikmatus Shahrin Parnata, Indhiadma Sholekah, Iis Surya Sari Faradiba