<![CDATA[This study was motivated by the high level of avoidance behavior among seventh-grade students in Physical Education, Sports, and Health (PJOK), particularly in rhythmic movement activities at Junior High School 13 Banjarbaru. Initial observations revealed that 26 out of 29 students in class VII-C (89.7%) exhibited high to very high levels of avoidance behavior. This study employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart spiral model, conducted in two cycles with two meetings each. The intervention applied growth mindset principles through six main syntaxes: (1) positive affirmation, (2) neuroplasticity education, (3) progressive movement scaffolding, (4) process-based feedback, (5) Growth Mindset Buddy system, and (6) appreciation for the courage to try. Data were collected through an avoidance behavior observation sheet, a self-report questionnaire, and student reflection cards, then analyzed using descriptive comparative methods. Results showed a progressive and significant reduction in avoidance behavior: from 89.7% at pre-cycle, to 55.2% at the end of cycle I, and 13.8% at the end of cycle II. The mean avoidance behavior questionnaire score decreased from 46.3 (pre-cycle) to 23.7 (cycle II), representing a 48.8% reduction. Therefore, growth mindset implementation in rhythmic movement activities was proven effective in reducing avoidance behavior among seventh grade students in Physical Education at Junior High School 13 Banjarbaru.]]>
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