DAMPAK KESULITAN MEMBACA PERMULAAN TERHADAP KEPERCAYAAN DIRI DAN MOTIVASI BELAJAR SISWA KELAS I DALAM PERSPEKTIF GROWTH MINDSET

Abstract

Beginning reading is an essential foundational skill for students to follow learning activities in elementary school. Reading difficulties experienced by first-grade students can affect their self-confidence and learning motivation in participating in classroom learning. This study aims to describe the impact of beginning reading difficulties on the self-confidence and learning motivation of first-grade students from a growth mindset perspective. This study used a descriptive qualitative approach conducted at UPTD SDN Demangan 1. Data were collected through an interview with the first-grade teacher and observations using an observation sheet, then analyzed descriptively. The results show that beginning reading difficulties affect students' independence in understanding instructions and completing tasks. Students tend to feel hesitant and worried when facing daily tasks because their reading skills are not yet fluent. Nevertheless, students still show good learning motivation, such as being willing to try again, accepting corrections, and trying to correct their mistakes when they receive guidance and support from the teacher. These findings indicate that, even though students experience reading difficulties, their willingness to try again, accept corrections, and keep making an effort can be understood as characteristics of a growth mindset. Gradual teacher guidance also plays a role in maintaining students' self-confidence and learning motivation.