Students’ mindsets in writing argumentative essays greatly influence the quality of their written work; therefore, a learning approach capable of constructing and developing students’ thinking patterns is needed to produce high-quality writing. The implementation of constructivist-based deep learning serves as a strategic alternative to improve the quality of argumentative essay writing instruction at SMP Negeri 1 Sesenapadang. This study was motivated by students’ low ability to construct logical and critical arguments in argumentative essays. Students’ mindsets tended to remain at a superficial level of understanding, making it necessary to introduce innovative learning approaches that encourage more meaningful comprehension. This study aims to describe and analyze the implementation of constructivist-based deep learning and its influence on the transformation of students’ mindsets in writing argumentative essays at SMP Negeri 1 Sesenapadang, Mamasa Regency. This study employed a quasi-experimental method using a Pretest–Posttest Control Group Design. The research instruments consisted of argumentative essay writing tests, student activity observation sheets, and interview guidelines to explore the depth of students’ thinking patterns. Data were analyzed quantitatively to measure improvements in writing scores and qualitatively to map changes in students’ mindsets based on constructivist indicators. The findings revealed that: (1) the implementation of constructivist-based deep learning was effectively carried out through stages of independent knowledge reconstruction and critical discussion; (2) there were significant changes in students’ mindsets, as students became able to connect concepts multidimensionally and develop arguments based on valid evidence; and (3) students’ argumentative essay writing skills improved, as indicated by the increase in average scores from the “Fair” category to the “Good/Very Good” category. In conclusion, the constructivist approach within the framework of deep learning is highly relevant for enhancing students’ critical literacy and the quality of argumentative writing at the junior high school level.
Rukiyah1*, Anastasia Baan2, Rita Tanduk3 (Sat,) studied this question.