Deconstructing a Fixed Mindset: Overcoming Writing Anxiety in Short Story Learning for Grade X Students of SMA Negeri 9 Padang
Keywords:
fixed mindset, growth mindset, writing anxiety, writing short stories, scaffoldingAbstract
This study aims to analyze the manifestation of fixed mindset and writing anxiety and evaluate intervention strategies in short story learning for grade X students of SMA Negeri 9 Padang. The main problem found is low self-confidence and high writing anxiety of students triggered by a fixed mindset, namely the assumption that writing skills depend purely on innate talent. This has an impact on the block of ideas (writer's block), a tendency to avoid assignments, and fear of assessment. The method used is a qualitative study based on classroom observations during Field Experience Practice. Interventions are carried out through process-based pedagogy, growth-oriented feedback, scaffolding techniques, and the use of contextual model texts. The results of the study indicate that growth mindset-oriented interventions successfully dismantle the myth of innate talent, reduce writing anxiety, and increase students' resilience and active participation in exploring ideas until completing independent short stories.
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