Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran

An Analysis of the Evaluation of Science Learning on Plant and Animal Topics among Fourth-Grade Elementary School Students

Fatimah Nur Husna — 2025-11-21

This study examines the effectiveness of the Problem-Based Learning (PBL) model on plant and animal science learning outcomes among fourth-grade students at MI Sirojul Huda in 2024, focusing on learning challenges and instructional improvement. Employing a quasi-experimental design with a non-equivalent control group and a mixed-methods approach, the study involved 40 students (20 in the PBL experimental group and 20 in the conventional control group), using a 20-item test (15 multiple-choice, 5 essay questions, Cronbach’s alpha=0.78) to assess cognitive understanding and observation sheets (inter-rater reliability, Cohen’s kappa=0.82) to evaluate engagement. Results revealed that the PBL group achieved a significantly higher mean score (89.5, SD=7.2) compared to the control group (85.2, SD=8.1) (t(38)=2.45, p=0.019, Cohen’s d=0.55), with 9 students in the "Excellent" category (91–100) and 3 achieving perfect scores, compared to 4 in the control group. Most students surpassed the Minimum Completion Criteria (KKM), demonstrating improved comprehension of scientific concepts. Engagement data showed 10 PBL students as "Highly Engaged" (91–100), reflecting active problem-solving and environmental awareness, defined as recognizing plant-animal interactions in local ecosystems. Despite these gains, some students scored in the "Poor" category (75–80), indicating a need for tailored scaffolding. This study highlights PBL’s potential to enhance academic performance and environmental awareness in Islamic elementary schools, while acknowledging limitations due to the small sample size.

Single Parenting and Childhood Visual Impairment: Coping, Caregiving Burden, and Implications for Family Support Systems An Interpretative Phenomenological Analysis

Anggria Vesty Wulandari — 2025-12-31

Single parents raising children with visual impairments face persistent caregiving demands involving emotional strain, economic vulnerability, and limited institutional support. Although parenting stress in disability contexts has been widely documented, limited attention has been given to how coping strategies are shaped by systemic caregiving conditions, particularly in single-parent households. This study employed an Interpretative Phenomenological Analysis (IPA) approach to explore the lived experiences and coping strategies of single parents raising children with visual impairments in a resource-constrained context. Three single parents aged over 40 years were recruited through purposive sampling. Data were collected through semi-structured interviews and non-participant observations and analyzed thematically following IPA procedures. The findings indicate that caregiving stress is strongly influenced by structural factors, including financial pressure, limited access to specialized educational services, and the absence of a caregiving partner. Participants adopted problem-focused coping strategies such as restructuring the home environment, systematic daily caregiving planning, and consulting special education teachers when support was partially available. Emotion-focused coping strategies, including acceptance and positive reframing, were used to manage long-term stressors beyond individual control. Overall, coping among single parents emerged as contingent upon the interaction between individual capacities and systemic support availability. These findings highlight the need for integrating caregiver-focused support within special education services and strengthening community-based support networks to improve family well-being and educational outcomes for children with visual impairments.

The Effect of Self-Efficacy and Transformational Leadership on Teacher Performance as an Intervening Variable in State Elementary School

Yunita Fitri Nugraheni — 2025-12-31

This study examined the effects of self-efficacy and transformational leadership on teacher motivation and performance in Public Elementary School Cluster 9, Pamulang Regency. Specifically, it analyzed the direct influence of self-efficacy and transformational leadership on teacher performance, the effect of motivation on performance, and the mediating role of motivation. A quantitative approach with descriptive and associative methods was used, involving 165 teachers selected from a population of 280 using the Slovin formula. Data were analyzed with SPSS. The results indicated that self-efficacy and transformational leadership both had positive and significant direct effects on teacher performance. Teacher motivation also positively influenced performance, confirming its role in supporting teacher effectiveness. Additionally, self-efficacy and transformational leadership positively affected teacher motivation, demonstrating that internal factors and leadership practices contribute to enhancing motivation. Although self-efficacy and transformational leadership indirectly influenced performance through motivation, this mediating effect was smaller than the direct effects, suggesting that motivation partially mediates the relationship. Overall, the findings highlight that self-efficacy and transformational leadership play a dominant role in improving teacher performance, while motivation strengthens performance outcomes. These results emphasize the importance of fostering teacher confidence and effective leadership to enhance educational quality in public elementary schools.

The Scope of Differentiated Instructional Materials in Pancasila Education Learning at State Senior High School 9 Ambon

Marita Soamole — 2025-12-31

The implementation of differentiated instruction has become a key strategy within the Merdeka Curriculum to address students’ diverse learning needs, particularly in Pancasila Education. This approach enables teachers to design more inclusive, meaningful, and learner-centered instructional strategies that align with students’ individual potentials. This study aims to analyze the scope of differentiated instructional materials covering content, process, input, and product in Pancasila Education learning at State Senior High School 9 Ambon. A descriptive survey method was employed, using closed-ended questionnaires distributed to Grade X students at State Senior High School 9 Ambon. The results indicate that the level of implementation of differentiated content reached 89.13%, differentiated process 86%, differentiated input 84.78%, and differentiated product 84.78%. These percentages reflect teachers’ consistent efforts to adapt instructional practices to students’ needs and characteristics across multiple dimensions of learning. The findings demonstrate that differentiated instructional materials are effective in enhancing students’ active participation and conceptual understanding in Pancasila Education, as they accommodate differences in learners’ interests, readiness levels, and learning styles. Therefore, continuous and systematic professional development for teachers is essential to ensure that differentiated instructional strategies are implemented optimally, consistently, and in alignment with students’ learning needs.