The Effect of Joyful Learning on Students’ Perceptions of Mistakes: A Study of Second-Grade Students at SD Islam Assalam Bandar Lampung
Abstract
Mistakes are an inherent part of the learning process; however, many elementary school students still perceive mistakes as something that should be avoided. Such perceptions may discourage students from taking risks, asking questions, and expressing their opinions during classroom activities. This study aims to examine the effect of the Joyful Learning method on students’ perceptions of mistakes among second-grade students at SD Islam Assalam Bandar Lampung. A quantitative approach was employed using a quasi-experimental method with a Nonequivalent Control Group Design. The participants consisted of an experimental group that received instruction through the Joyful Learning method and a control group that received conventional instruction. Data were collected using a self-perception-of-mistakes questionnaire that had been tested for validity and reliability. Data analysis included normality and homogeneity tests, followed by an Independent Samples t-Test using SPSS. The findings are expected to provide insights into the effectiveness of the Joyful Learning method in fostering more positive perceptions of mistakes among students, thereby encouraging greater confidence, willingness to take risks, and active participation in the learning process.
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