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All Journal Imajiner: Jurnal Matematika dan Pendidikan Matematika Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang
Any Herawati, Any
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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

Penelitian ini bertujuan mendeskripsikan pemahaman konsep murid berkemampuan tinggi, sedang, dan rendah dalam pembelajaran Discovery learning berbasis gradasi scaffolding pada materi nilai akhir rente pranumerando dan postnumerando. Penelitian menggunakan pendekatan kualitatif deskriptif dalam kerangka Lesson study yang dilaksanakan melalui dua siklus (plan–do–see) pada murid kelas XI SMA Negeri 3 Malang. Pengumpulan data dilakukan melalui asesmen diagnostik, LKPD berdiferensiasi, observasi, dokumentasi, dan analisis hasil kerja murid. Hasil penelitian menunjukkan bahwa pemahaman konsep murid berbeda berdasarkan kesiapan belajar. Murid berkemampuan tinggi menunjukkan pola berpikir deduktif–induktif fleksibel, mampu menemukan rumus secara mandiri, dan mengaplikasikan konsep pada permasalahan kontekstual. Murid berkemampuan sedang menunjukkan pola berpikir linier terpandu melalui bantuan scaffolding bertahap, sedangkan murid berkemampuan rendah menunjukkan pola berpikir fragmental dengan ketergantungan yang lebih tinggi terhadap bantuan guru. Hasil Lesson study menunjukkan bahwa Siklus 1 dengan pengelompokan acak belum mampu mengakomodasi keberagaman kesiapan belajar secara optimal, ditandai dengan ketidakmerataan partisipasi dan munculnya kesalahan konsep. Perbaikan pada Siklus 2 melalui pemanfaatan asesmen diagnostik, pengelompokan berbasis kesiapan belajar, dan penggunaan LKPD berbasis gradasi scaffolding menghasilkan keterlibatan belajar yang lebih merata serta peningkatan kualitas pemahaman konsep murid. Temuan penelitian menegaskan bahwa murid tidak dapat diperlakukan secara seragam. Pembelajaran matematika yang efektif memerlukan diferensiasi berbasis kesiapan belajar agar proses belajar menjadi lebih adaptif, bermakna, dan mampu mengakomodasi kebutuhan murid secara lebih optimal.
Co-Authors Alifiani, Alifiani Arviolita, Dea Evrihatin, Dita Susi Maharini, Dina Rahmawati, Erlita Nur Surya Sari Faradiba Trisniwati, Retno