Implementing Javanese Culture-Based Geometry Puzzles through Ignatian Pedagogy for Growth Mindset
Keywords:
growth mindset, PUSAKA JAWA, Ignatian Pedagogy, intellectual disability, geometry learningAbstract
Students with intellectual disabilities often struggle to grasp abstract geometry and can benefit from concrete and visually accessible learning. This study examined the implementation of PUSAKA JAWA, a Javanese culture-based geometry puzzle integrated with Ignatian Pedagogy, and described changes in students' growth mindset. Five students with mild intellectual disabilities participated in six activity sessions. Data were collected through a 14-item Visual Growth Mindset Questionnaire, observations, visual reflections, teacher interviews, and supporting observations of geometry performance. Quantitative data were analyzed descriptively and integrated with qualitative findings. The mean growth mindset score increased from 26.4 at the pre-test to 38.2 at the post-test, with all students moving from the moderate to high category. Qualitative findings also indicated greater persistence, willingness to retry, use of assistance, and awareness of learning progress. These findings provide preliminary evidence that PUSAKA JAWA can support growth-oriented responses within an accessible, contextual, and reflective geometry learning environment.
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