BUDAYA APRESIASI DI SEKOLAH DASAR BERPRESTASI: PRAKTIK GURU DAN PERSEPSI PESERTA DIDIK TERHADAP GROWTH MINDSET

Abstract

Elementary schools with many high-achieving students need to ensure that teachers’ appreciation is not centered only on competition results. This study aims to describe teachers’ appreciation practices and high-achieving students’ perceptions of that appreciation in relation to the belief that abilities can be developed (growth mindset) at SDN Demangan 1. The study used a descriptive qualitative approach with a case study design. The informants were one teacher, who also served as acting principal, and two high-achieving students. Data were collected through semi-structured interviews and the school’s competition records, then analyzed through data reduction, data display, and conclusion drawing, and strengthened by source triangulation between teacher and student responses. Three findings were identified. First, the competition records show achievements in sports, arts, and academics from the sub-district to the national level, while information on e-sports comes only from the teacher’s statements. Second, the teacher gave appreciation through congratulations, praise, motivation, recognition during school ceremonies, and publication on the school’s social media, not only to winners but also to students who showed effort, courage to perform, and progress. Third, the students perceived this appreciation as support that made them feel noticed, more confident, and more enthusiastic about practicing, which indicates an emerging belief that abilities can grow through effort. These findings are contextual and are not sufficient to conclude the effect of a culture of appreciation on all students. Teachers are advised to balance outcome-based and process-oriented appreciation and to collaborate with parents. The results may help teachers and schools design appreciation beyond winning.