Khadijah

Pembelajaran Mendalam dan Growth Mindset dalam Pendidikan Matematika

Introduction

Pembelajaran mendalam dan growth mindset dalam pendidikan matematika. Jelajahi integrasi growth mindset & deep learning dalam pendidikan matematika. Studi SLR ini mengungkap peran psikologis, faktor kontekstual, & teknologi untuk lingkungan belajar yang efektif.

Abstract

This study examines the integration of growth mindset and deep learning in mathematics education through a Systematic Literature Review (SLR) guided by the PRISMA framework. Literature searches in Scopus, Web of Science, ERIC, and Google Scholar identified 74 initial studies. After title–abstract screening, full-text eligibility assessment, and inclusion–exclusion filtering, 22 studies met the criteria for synthesis. Data analysis employed extraction procedures, thematic coding, and thematic synthesis. Three main themes emerged. First, the growth mindset acts as a psychological foundation for deep learning through mechanisms of self-regulation and academic control. Second, its effectiveness is shaped by contextual factors such as socioeconomic inequality, teacher expectations, and academic support. Third, educational technologies (AI, ICT, maker education) enhance deep learning when paired with adaptive mindsets and supportive learning environments. The review concludes that effective integration of growth mindset and deep learning requires a reflective, inclusive, and supportive learning environment

Review

This systematic literature review meticulously investigates the complex interplay between growth mindset and deep learning within the domain of mathematics education. Employing a robust methodology guided by the PRISMA framework, the authors conducted a comprehensive search across major academic databases, culminating in the synthesis of 22 highly relevant studies. This timely examination addresses a critical area in educational psychology and pedagogy, offering valuable insights into how psychological foundations and instructional strategies can be optimized to foster more profound mathematical understanding and engagement. The rigor of the methodology, including systematic screening and thematic synthesis, lends significant credibility to the findings presented. The study's thematic synthesis successfully distills three pivotal insights. Firstly, it underscores the instrumental role of a growth mindset as a psychological prerequisite for deep learning, primarily through its influence on self-regulation and academic control. This finding provides a clear mechanism through which mindset translates into learning outcomes. Secondly, the review critically highlights the contextual factors—such as socioeconomic disparities, teacher expectations, and the availability of academic support—that profoundly modulate the effectiveness of growth mindset interventions. This acknowledgement of external influences is crucial for developing practical and equitable educational strategies. Finally, the integration of educational technologies, including AI, ICT, and maker education, is identified as a powerful enhancer of deep learning, particularly when aligned with adaptive mindsets and conducive learning environments. These themes collectively offer a nuanced and multi-faceted understanding of the subject matter. The concluding assertion that effective integration necessitates a reflective, inclusive, and supportive learning environment serves as a vital call to action for educators and policymakers. This implies a need for systemic changes beyond individual student interventions, focusing on creating ecosystems that nurture both mindset and deep cognitive engagement. The review provides a solid foundation for understanding the intricate relationship between psychology, pedagogy, and technology in mathematics education. While comprehensive in its synthesis, future empirical research could further explore the practical implementation and long-term impact of these "reflective, inclusive, and supportive" environments in diverse educational settings, particularly considering the dynamic nature of both educational technology and societal contexts.

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