Penerapan Intervensi Growth Mindset Untuk Meningkatkan Resiliensi Belajar Matematika Sd Kelas Tinggi

Low resilience in learning mathematics remains a common challenge among upper-elementary school students. This is evidenced by students’ tendencies to give up easily when faced with difficult problems, avoid challenges, fear making mistakes, and hold the belief that mathematical ability is an innate trait that is difficult to develop. While previous research has largely focused on the role or influence of a "growth mindset" on various aspects of learning, there is limited study on how a growth mindset can be implemented through interventions intentionally designed and executed by teachers within their lesson planning and instructional processes. Therefore, this study aims to describe the implementation of a growth mindset intervention integrated into mathematics instruction to enhance the mathematics learning resilience of upper-elementary students. A qualitative approach with a mini-research design was employed. The growth mindset intervention was designed and implemented by the teacher through several strategies: (1) fostering awareness of learning objectives; (2) designing learning activities that value the process, effort, and perseverance; (3) facilitating self-regulation; (4) integrating formative feedback focused on effort, strategies, and the ability to manage frustration when encountering difficulties; and (5) engaging in reflection based on a growth mindset and metacognition. Data were collected through observations, interviews, and documentation throughout the instructional process. The results indicate that the implementation of a growth mindset intervention fosters the development of students' resilience in learning mathematics. These findings suggest that integrating a growth mindset intervention into the planning and delivery of mathematics instruction serves as an effective strategy for strengthening the mathematics learning resilience of upper-elementary students.