Analyzing Growth Mindset Based on Opportunity to Learn in Project-Based Manipulative and Virtual Learning Media Courses

Nasrullah Nasrullah; Nurdin Arsyad; Alimuddin Alimuddin

doi:10.47353/ijedl.v3i5.306

Authors

Nasrullah Universitas Negeri Makassar, Indonesia
Nurdin Arsyad Universitas Negeri Makassar, Indonesia
Alimuddin Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.47353/ijedl.v3i5.306

Keywords:

Growth Mindset, Opportunity to Learn, Project-Based Learning, Manipulative Learning Media, Virtual Learning Media

Abstract

This study investigates how opportunity to learn (OTL) in project-based mathematics education courses—Manipulative Learning Media (MLM) and Virtual Learning Media (VLM)—supports the development of a growth mindset among pre-service teachers. MLM is a compulsory course focusing on concrete instructional media, while VLM is elective and centers on digital tools. Both apply structured learning cycles involving media design, classroom implementation, revision, and reflection. Using a quantitative comparative approach, data were collected from 85 mathematics education students grouped by course enrollment. Growth mindset and OTL were measured using Likert-scale questionnaires and analyzed with descriptive statistics, t-tests, and Pearson correlation. Results showed that the MLM+VLM group reported slightly higher growth mindset scores (M = 3.54) than the MLM-only group (M = 3.47), though the difference was not significant (p = 0.483). However, OTL scores approached significance (p = 0.054), and a positive correlation was found between OTL and growth mindset (r = 0.642). These findings highlight the value of structured, project-based learning environments in enhancing students’ learning beliefs and instructional readiness.

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