THE RELATIONSHIP BETWEEN MINDSET OF PRE-SERVICE ELEMENTARY SCHOOL TEACHER AND ACADEMIC ACHIEVEMENT
Main Article Content
Ainur Rosyid
This study aimed to examine the relationship between mindset and academic achievement. Data of mindset collected through a survey adopted, adapted, and translated. While data on academic achievement was collected from the study report of students. This research sampled 41 pre-service teachers in their final year. Data were statistically analyzed by using the correlation test of Pearson. The results show that first, growth mindset with some fixed mindset dominated Elementary school pre-service teachers with 82%. Second, pre-service teachers had superb academic achievement. More than half of the academic achievement is categorized into cumlaude. Third, the relationship between mindset and academic achievement is very low / very weak. This means that the mindset does not correlate to the academic achievement of pre-service teachers.
Adam, M. H. Bin, & Panatik, S. A. B. (2021). Influence of Mindset on Intellectual Performance. Psycho Idea, 19(02), 5–24. http://jurnalnasional.ump.ac.id/index.php/PSYCHOIDEA/article/view/10829/4085
Bazelais, P., Lemay, D. J., Doleck, T., Hu, X. S., Vu, A., & Yao, J. (2018). Grit, Mindset, and academic performance: A study of pre-university science students. Eurasia Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/94570
Curtiss, R. (2017). Mindset Theory : Pre-service Teachers ’ Beliefs About Intelligence and Corresponding Pedagogical Decisions.
Dweck, C. (2015). Growth Mindset, Revisited. EdWeek, 35(05), 20,24.
EWRC. (2016). Mindset in the Classroom: A National Study of K-12 Teachers.
Gutshall, C. A. (2014). Pre-Service T eachers ’ Mindset Beliefs about Student Ability. Electronic Journal of Research in Educational Psychology, 12(3), 785–802. https://doi.org/10.14204/ejrep.34.14030
Jorif, M., & Burleigh, C. (2020). Secondary teachers ’ perspectives on sustaining growth mindset concepts in instruction. Journal of Research in Innovative Teaching & Learning. https://doi.org/10.1108/JRIT-04-2020-0020
Kennelly, A. E. (1931). Biographical Memoir of Thomas Alva Edison: 1847-1931. National Academy of Science, 74(1921), 404–405. https://doi.org/10.1126/science.74.1921.404
Khuzaeva, E. S. (2014). Mengembangkan Pola Pikir Cerdas , Kreatif dan Mandiri melalui Telematika. Jurnal Lingkar Widyaiswara, 4, 138–148.
Kodrat, D. (2019). Urgensi perubahan pola pikir dalam membangun pendidikan bermutu. Jurnal Kajian Peradaban Islam, 1, 1–6.
Mokhithi, M., Campbell, A. L., & Shock, J. P. (2020). The relationship between mindset and academic achievement at university: A quantitative study of South African students. 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council, WEEF-GEDC 2020, 2–5. https://doi.org/10.1109/WEEF-GEDC49885.2020.9293625
OECD. (2018). Sky’s the limit.
Omer, N. (2015). Pentingnya Pendidikan Karakter Dalam Dunia Pendidikan. Manajer Pendidikan, 9(3), 464–468. https://ejournal.unib.ac.id/index.php/manajerpendidikan/article/view/1145/953
Prastowo, A. (2015). Perubahan Mindset dan Kesiapan Guru Sekolah Dasar dalam Persaigan Pendidikan di Era MEA. Prosiding Seminar Nasional 9 Mei 2015, 626–641.
Ronkainen, R., Kuusisto, E., & Tirri, K. (2019). Growth Mindset in Teaching : A Case Study of a Finnish Elementary School Teacher. International Journal of Learning, Teaching and Educational Research, 18(8), 141–154. https://doi.org/10.26803/ijlter.18.8.9
Ru’iya, S. (2018). Kreativitas, Pemacu Dan Penghambatnya Dalam Kehidupan Manusia. Al-Misbah (Jurnal Islamic Studies), 2(2), 203–218. https://doi.org/10.26555/almisbah.v2i2.103
Sekretariat GTK. (2021). Pentingnya Growth Mindset bagi Guru Penggerak.
Sugiyono. (2014). Metode Penelitian Manajemen. Bandung: Alfabeta.
Zhang, J., Kuusisto, E., & Tirri, K. (2017). How Teachers ’ and Students ’ Mindsets in Learning Have Been Studied : Research Findings on Mindset and Academic Achievement. Psychology, 8, 1363–1377. https://doi.org/10.4236/psych.2017.89089
