TINGKAT MASTERY GOAL ORIENTATION SISWA SEKOLAH DASAR DI KABUPATEN BEKASI

Authors

  • Ida Saidah Universitas Esa Unggul
  • Budi Sarasati Universitas Bhayangkara Jakarta Raya

DOI:

https://doi.org/10.22460/fokus.v9i1.30777

Keywords:

mastery goal orientation, growth mindset

Abstract

This study aims to analyze the relationship between mastery goal orientation and growth mindset among elementary school students. Mastery goal orientation is defined as a learning orientation focused on mastering subject matter, developing competence, and demonstrating academic progress through sustained effort. This research employed a quantitative method using a survey design and descriptive analysis. Respondents were drawn from 313 public and private elementary schools in Bekasi Regency. The research instrument was a mastery goal orientation scale adapted from Slavin (2003), modified into nine characteristics relevant to the developmental stage of elementary school students. Data were analyzed using t-tests and analysis of variance (ANOVA) with SPSS 23. The results indicated no significant differences in mastery goal orientation across gender, age, grade level, or school type. However, overall findings highlight that mastery goal orientation positively contributes to the development of a growth mindset, particularly in terms of strategic approaches to challenges, enthusiasm within the learning environment, and the principle of continuous growth. These results underscore the crucial role of teachers in fostering mastery-oriented learning, perseverance, and positive interpretations of failure.

References

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260–267. https://doi.org/10.1037/0022-0663.80.3.260

Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701. https://doi.org/10.1037/a0029531

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664–8668.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

Midgley, C., & Edelin, K. C. (1998). Middle school reform and early adolescent well-being: The good news and the bad. Educational Psychologist, 33(4), 195–206. https://doi.org/10.1207/s15326985ep3304_2

Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141–166. https://doi.org/10.1146/annurev.psych.52.1.141

Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset interventions worldwide? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000799

Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., … Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y

Downloads

Published

2026-01-31

Issue

Vol. 9 No. 1 (2026): Vol 9, No 1 Januari 2026

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Article Metrics

Abstract view : 0 times
Pdf - 1668 times