A Comparative Study of the Thinking Patterns of Teachers and Students in Inclusive Elementary Schools
Studi Komparatif Profil Pola Pikir Guru dan Peserta Didik di Sekolah Dasar Inklusif
DOI:
https://doi.org/10.21070/ups.10802Keywords:
Mindset, Differentiated Learning, Inclusive EducationAbstract
This study examines differences in thinking profiles between students in differentiated instruction and teachers in an inclusive elementary school. It used a quantitative comparative design conducted at SD Muhammadiyah Candi Sidoarjo. The participants were 3 teachers and 25 fifth-grade students selected through purposive sampling, totaling 28 respondents. Data were collected using a closed-ended questionnaire and analyzed using the Shapiro-Wilk test, which showed non-normal distribution. Therefore, the Mann-Whitney U test was applied. The results showed no significant difference between teachers’ and students’ mindsets (p > 0.05). However, teachers had higher descriptive scores. This indicates that both groups’ mindsets are aligned within inclusive and differentiated learning contexts. This alignment is supported by consistent pedagogical interactions and a conducive learning environment. Strengthening growth mindset is essential to support adaptive and inclusive learning that develops students’ potential.
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