HUBUNGAN GROWTH MINDSET DAN KEMAMPUAN MENGUASAI KARAKTERISTIK PESERTA DIDIK DENGAN KINERJA GURU SD SWASTA SE⎯KECAMATAN CIKARANG UTARA KABUPATEN BEKASI

Maesaroh, Siti (2025) HUBUNGAN GROWTH MINDSET DAN KEMAMPUAN MENGUASAI KARAKTERISTIK PESERTA DIDIK DENGAN KINERJA GURU SD SWASTA SE⎯KECAMATAN CIKARANG UTARA KABUPATEN BEKASI. Magister (S2) thesis, Universitas Islam 45.

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Abstract

SSiti Maesaroh. The Relationship Between Growth Mindset and the Ability to Master Student Characteristics and the Performance of Private Elementary School Teachers in North Cikarang District, Bekasi Regency. Thesis 2025. Postgraduate Program, Islamic University "45" Bekasi. Law Number 14 of 2005 on Teachers and Lecturers,provides an overview that teachers have performance and professionalism when they possess abilities or competencies in pedagogical, personal, social and professional aspects. However, the reality in the field shows that not all teachers are able to master all of these competencies well. This study aims to determine the relationship between growth mindset and the ability to master student characteristics and teacher performance, both partially and simultaneously. The research method used is quantitative research with a correlational approach. The population of this study was private elementary school teachers in North Cikarang District, Bekasi Regency, with a sample of 241 respondents. Data collection techniques used questionnaires. Data analysis techniques used descriptive analysis and statistical analysis. Research results indicate that (a) There is a significant, positive and very strong relationship between growth mindset and teacher performance based on a correlation coefficient of 0.801 and a significance value of 0.000. (b) There is a significant positive and weak correlation between the ability to master student characteristics and teacher performance, based on a correlation coefficient of 0.329 with a significance value of 0.000. (c) There is a significant positive and very strong correlation between growth mindset and the ability to master student characteristics together with teacher performance, based on a correlation coefficient of 0.808 with a significance value of 0.000. The coefficient of determination (R Square) of 0.653. This means that 65.3% of the variation in teacher performance is explained by growth mindset, with the remaining 34.7% influenced by other factors not included in this model. The research findings are in line with the teory proposed by Dweck, stating that teachers with a growth mindset, namely the belief that abilities and intelligence can be developed through effort, strategy, and support from others, then to have higher performance. The ability to understand students’ characteristics does not directly influence teacher performance. Growth mindset provides an appropriate pedagogical context. The combination of both enabes teachers to design, implement, and evaluate learning in a more reflective, adaptive, and contextual manner. Keywords: Growth Mindset, Student Characteristics, Performance, Teachers, Ability.

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