Pembelajaran Mendalam dan Growth Mindset dalam Pendidikan Matematika Systematic Narrative Literature Review
Bilah Samping Artikel
Isi Artikel Utama
Abstrak
Penelitian ini menganalisis integrasi growth mindset dan pembelajaran mendalam dalam pendidikan matematika melalui Systematic Literature Review (SLR) menggunakan model PRISMA. Penelusuran literatur dilakukan pada Scopus, Web of Science, ERIC, dan Google Scholar, menghasilkan 74 artikel pada tahap identifikasi. Setelah melalui proses screening judul-abstrak, penilaian kelayakan full-text, dan seleksi berdasarkan kriteria inklusi–eksklusi, 22 artikel memenuhi syarat untuk dianalisis. Teknik analisis mencakup ekstraksi data, thematic coding, dan sintesis tematik. Hasil kajian menghasilkan tiga tema utama. Pertama, growth mindset merupakan fondasi psikologis pembelajaran mendalam melalui mekanisme self-regulation dan academic control. Kedua, efektivitas mindset dipengaruhi faktor kontekstual seperti ketimpangan sosial, ekspektasi guru, dan dukungan akademik. Ketiga, teknologi pendidikan (AI, ICT, maker education) memperkuat pembelajaran mendalam ketika siswa memiliki mindset adaptif dan ekosistem kelas mendukung eksplorasi. Kajian ini menegaskan bahwa integrasi growth mindset dan deep learning dalam matematika memerlukan lingkungan belajar yang reflektif, inklusif, dan suportif
Rincian Artikel
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran adalah Jurnal Akses Terbuka (Open Access Journal).
Anda Bebas untuk:
Share — menyalin dan mendistribusikan materi dalam bentuk atau format apa pun.
Adapt — meremiks, mengubah, dan membangun atas materi untuk tujuan apa pun, bahkan untuk kepentingan komersial.
Referensi
Barger, M. M., Xiong, Y., & Ferster, A. E. (2022). Identifying false growth mindsets in adults and implications for mathematics motivation. Contemporary Educational Psychology, 70, 102079. https://doi.org/10.1016/j.cedpsych.2022.102079
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. McGraw-Hill.
Boaler, J. (2019). Mindset Mathematics: Visualizing and Investigating Big Ideas. Jossey-Bass.
Carter, L., Benson, A., & McAllister, S. (2023). The Inclusive Mindset Transformation Needs of Teachers Working in Challenging Conditions: An Examination from the Perspective of Activity and Attribution Theory. Teaching and Teacher Education.
Chen, L., & Wong, P. (2023). How Growth Mindset Reduces Math Anxiety across Cultures: The Mediating Roles of Autonomy, Competence, and Relatedness. Learning and Instruction.
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
Guo, Q., Liu, Z., & Chen, F. (2023). How Does One’s Mindset Contribute to Statistical Learning? A Moderated Mediation Model of Growth Mindset of Statistical Ability on Statistical Learning Outcomes. Journal of Statistics Education.
Hao, Y., & Zhou, X. (2026a). Perceived Academic Control, Growth Mindset, Self-Regulation, and Life Satisfaction in Chinese Students: A Mixed Methods Study. Journal of Educational Psychology.
Hao, Y., & Zhou, Y. (2026b). Perceived academic control, growth mindset, self-regulation, and life satisfaction in chinese students: A mixed methods study featuring interpretative phenomenological analysis. Acta Psychologica, 262(November 2025), 105943. https://doi.org/10.1016/j.actpsy.2025.105943
Hong, Z. Y., & Chien, C. L. (2023). How does one’s “mindset” contribute to statistical learning? A moderated mediation model of growth mindset of statistical ability on statistical learning outcomes. In Learning and Individual Differences (Vol. 107). https://doi.org/10.1016/j.lindif.2023.102359
Jung, H. (2025a). Unequal Grounds: The Fragile link between Adolescents’ growth mindset and academic achievement amid neighborhood inequality. Children and Youth Services Review, 179(April), 108650. https://doi.org/10.1016/j.childyouth.2025.108650
Jung, H. (2025b). Unequal Grounds: The Fragile Link between Adolescents’ Growth Mindset and Academic Achievement amid Neighborhood Inequality. Developmental Psychology.
Kim, J., Lee, H., & Park, S. (2023). How Teachers’ Noticing of Students’ Fixed Mindsets Relates to Teachers’ Knowledge, Beliefs, and Experience: An Exploratory Study. Teaching and Teacher Education.
Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge.
Lee, M., Chen, Y., & Nakamura, T. (2024). Transforming Maker Mindsets: A Case Study of Elementary Students in a Maker Education Context during Lesson Study. International Journal of STEM Education.
Li, F., & Zhao, M. (2022). Exploration of Mindset Meaning System in an Elite Competitive Schooling Context Using a Mixed-Methods Approach. Journal of Adolescence.
Li, J., Li, Z., Gao, H., & Yun, T. (2024). Transforming maker mindsets: A case study of elementary students in a maker education context during lesson study. Thinking Skills and Creativity, 53(August 2023), 101590. https://doi.org/10.1016/j.tsc.2024.101590
OECD. (2023a). Gender, Mindset, and Teacher Support Predict Students’ Math Motivation Profiles: Evidence from Five Countries in PISA 2022. OECD Education Working Papers.
OECD. (2023b). PISA 2022 Results. In Factsheets: Vol. I. https://www.oecd-ilibrary.org/education/pisa-2022-results-volume-i_53f23881-en%0Ahttps://www.oecd.org/publication/pisa-2022-results/country-notes/germany-1a2cf137/
Rott, B., & Leuders, T. (2025). It’s just a state of mind: The effect of deliberate and implemental mindset states on word-problem solving. Journal of Mathematical Behavior, 78(December 2024), 101230. https://doi.org/10.1016/j.jmathb.2024.101230
Rutten, L. D., Zengilowski, A., Lyra, F., Woznicki, N., & Muenks, K. (2024). “Only some can succeed here”: A mixed methods study of how faculty unproductive mindsets relate to gender, racial, and first-gen representation in higher education. Contemporary Educational Psychology, 79(October), 102319. https://doi.org/10.1016/j.cedpsych.2024.102319
Wang, H., Liu, D., & Fang, X. (2023). Writing Feedback Literacy, Mindset Orientation, and Academic Confidence. Assessment in Education.
Wright, A., & Chen, J. (2023). Technology-Supported Learning and Growth Mindset: A Systematic Review. Educational Technology and Society.
Xu, K., Li, Y., & He, J. (2024). The Roles of Growth Mindset, Resilience, and Self-Efficacy in Student Engagement with AI-Enhanced Learning: A Self-Determination Theory Perspective. Computers and Education.
Zeng, C. (2025). The role of growth mindset, self-efficacy, and environmental support in ICT practices for creative thinking development. International Journal of Educational Research, 132(5), 102631. https://doi.org/10.1016/j.ijer.2025.102631
Zhai, X., & Li, S. (2025). The roles of growth mindset, resilience, and self-efficacy in student Engagement with AI-enhanced Chinese learning: A self-determination theory perspective. Learning and Motivation, 92(August), 1–11. https://doi.org/10.1016/j.lmot.2025.102183
Zhang, L., & Sun, R. (2023). The Relationships between the Growth Mindset, Writing Feedback Literacy, and Academic Engagement. Educational Studies.
Zhang, X., Wu, Y., & Luo, C. (2023). The Role of Growth Mindset, Self-Efficacy, and Environmental Support in ICT Practices for Creative Thinking Development. Journal of Computer Assisted Learning.
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016