THE ENHANCEMENT OF GRADE 11 STUDENTS’ MATHEMATICS ACHIEVEMENT USING GROWTH MINDSET AND ASSESSMENT FOR LEARNING INSTRUCTION

Abstract

The purposes of this research were the following: 1) to compare the mathematics achievement between students who received the learning management using growth mindset and Assessment for Learning instruction and students who received conventional learning management. and 2) to compare the satisfaction of instruction between students who received the learning management using growth mindset and Assessment for Learning instruction and the students who received conventional learning management. This research was a quasi-experimental design in the characteristics of a Solomon four-group design. The sample was grade 11 students, Arts-Language study plan, semester 2, academic year 2025, Rachineeburana School, amounting to 4 classrooms, divided into an experimental group of 2 classrooms amounting to 72 students and a control group of 2 classrooms amounting to 74 students, obtained through cluster random sampling. The instruments used in the research were 1) the learning management plans using growth mindset and Assessment for Learning instruction, 2) the mathematics achievement test, 3) the manipulation check, and 4) the student satisfaction evaluation form towards learning management. The research results found that 1) The students who received the learning management using growth mindset and Assessment for Learning instruction had significantly higher Mathematics achievement than the students who received conventional learning management at the .05 level. And 2) The students who received the learning management using growth mindset and Assessment for Learning instruction had significantly higher satisfaction towards the learning management than the students who received conventional learning management at the .05 level.