<![CDATA[This study was motivated by students’ difficulties in Scratch-based programming learning, including confusion when programs generated errors, challenges in understanding algorithmic logic, and low confidence in constructing code blocks. The study aimed to analyze the implementation of Scratch-based programming learning, identify students’ programming difficulties, examine learning resilience dynamics, and explore the teacher’s role in fostering learning resilience among junior high school students. A descriptive qualitative approach was employed involving 10 eighth-grade students of SMP Negeri 18 Malang selected through purposive sampling and one Informatics teacher as a supporting informant. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using the Miles and Huberman interactive model. The findings showed that Scratch facilitated students’ understanding of programming concepts while strengthening persistence, adaptability, and confidence in solving programming problems. Teachers played important roles as facilitators, motivators, and mentors by providing academic and emotional support throughout learning.]]>
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