Melampaui Batas Kemampuan: Strategi Mengubah Fixed Mindset menjadi Growth Mindset di Ruang Kelas

Fanny Puspasari Sianipar, Ema Linda Lumban Gaol, Syarifa Aini, Rahmadani Indah Nasution, Fazlan Ade Umri

Abstract


Abstract: Education is the fundamental basis for character building and the development of students’ potential, especially for Generation Z who face complex global challenges. One of the key factors influencing academic success and psychological resilience is the growth mindset, the belief that intelligence can be developed through effort and learning from failure. This study aims to analyze strategies for implementing a failure-friendly classroom to foster a growth mindset among high school students. The research method employed is a qualitative literature study, reviewing scientific journals and reference books relevant to the topic. The findings indicate that mindset transformation requires shifting the focus from final results to the learning process, supported by social environments and teachers as adaptive role models in responding to technology and change. The conclusion highlights that by creating an emotionally safe educational ecosystem and embracing mistakes as part of the learning process, students can build stronger learning resilience and become persistent lifelong learners.

Keywords: Growth Mindset, Fixed Mindset, Teacher Role

Abstrak: Pendidikan merupakan fondasi utama dalam membentuk karakter dan mengembangkan potensi siswa, khususnya Generasi Z yang menghadapi tantangan global yang kompleks. Salah satu faktor penentu keberhasilan akademik dan ketahanan psikologis siswa adalah pola pikir bertumbuh (growth mindset), yaitu keyakinan bahwa kecerdasan dapat dikembangkan melalui usaha dan pembelajaran dari kegagalan. Penelitian ini bertujuan menganalisis strategi penerapan kelas ramah kegagalan dalam menumbuhkan pola pikir bertumbuh pada siswa SMA. Metode yang digunakan adalah studi literatur dengan pendekatan kualitatif, menelaah berbagai sumber tertulis seperti jurnal ilmiah dan buku referensi. Hasil kajian menunjukkan bahwa transformasi mindset membutuhkan pergeseran fokus dari hasil akhir ke proses pembelajaran, dukungan lingkungan sosial, serta peran guru sebagai model adaptif terhadap teknologi dan perubahan. Kesimpulan penelitian menegaskan bahwa dengan menciptakan ekosistem pendidikan yang aman secara emosional dan menjadikan kesalahan sebagai bagian dari proses belajar, siswa dapat mengembangkan ketahanan belajar yang lebih kuat dan menjadi pembelajar seumur hidup yang gigih dan adaptif.

Kata Kunci: Growth Mindset, Fixed Mindset, Peran Guru


Keywords


Growth Mindset, Fixed Mindset, Peran Guru

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DOI: https://doi.org/10.30596/pcej.v5i1.30341

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