PENGARUH GROWTH MINDSET DAN KREATIVITAS GURU YANG DIMODERASI PEMAHAMAN CHRISTIAN WORLDVIEW DENGAN MEDIASI KEFASIHAN PENGGUNAAN TEKNOLOGI PEMBELAJARAN DIGITAL TERHADAP HASIL BELAJAR SISWA
Abstract
Students’ learning outcomes are a key indicator of the success of the learning process. This study aims to examine the influence of growth mindset and teacher creativity, moderated by Christian worldview and mediated by fluency in using digital learning technology, on students’ learning outcomes. Data for this study were collected through questionnaires distributed to 32 teachers at XYZ Junior High School. A quantitative approach was employed to investigate the effects of two independent variables—growth mindset (X1) and teacher creativity (X2); one moderating variable—Christian worldview (X3); one mediating variable—fluency in using digital learning technology (X4); and the dependent variable—students’ learning outcomes (Y). Indicators were tested using the PLS-SEM method to assess instrument validity and reliability through convergent validity, discriminant validity, and construct reliability. Hypotheses were examined through both direct and indirect path coefficients. The results show that two hypotheses are supported: teacher creativity has a significant effect on both fluency in digital learning technology and students’ learning outcomes. However, fluency in digital learning technology does not mediate the relationship between growth mindset or teacher creativity and students’ learning outcomes. Christian worldview also does not strengthen or weaken the effects of growth mindset and teacher creativity on fluency in using digital learning technology.
Hasil belajar siswa merupakan indikator utama dari keberhasilan proses pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh growth mindset dan kreativitas guru yang dimoderasi christian worldview dengan mediasi kefasihan penggunaan teknologi pembelajaran digital terhadap hasil belajar siswa. Perolehan data dari penelitian ini adalah dengan menyebarkan kuesioner pada 32 guru SMP XYZ. Penelitian ini menggunakan pendekatan kuantitatif untuk mengetahui adanya pengaruh dari dua variabel bebas yaitu growth mindset (X1), kreativitas guru (X2); 1 variabel moderasi, yaitu christian worldview (X3); 1 variabel mediasi, yaitu kefasihan penggunaan teknologi pembelajaran digital (X4) serta variabel terikat hasil belajar siswa siswa (Y). Indikator kemudian diuji dengan menggunakan metode PLS-SEM untuk menguji validitas dan reliabilitas instrumen menggunakan convergent validity, discriminant validity, dan construct reliability. Sedangkan hipotesis diuji jalur koefisiennya baik secara langsung maupun tidak langsung dan didapatkan hasil 2 hipotesis didukung yaitu kreativitas guru memengaruhi secara signifikan terhadap kefasihan dalam teknologi pembelajaran digital serta hasil belajar siswa, namun kefasihan dalam teknologi pembelajaran digital tidak memediasi baik growth mindset maupun kreativitas guru terhadap hasil belajar siswa. Christian worldview juga tidak memperkuat maupun memperlemah pengaruh dari growth mindset dan kreativitas guru dalam kefasihan penggunaan teknologi pembelajaran digital.
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DOI: https://doi.org/10.17509/e.v25i2.97437
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