This study examines the application of Grounded Theory in the article "How Teachers Communicated High Expectations to Students" by Johnston, Wildy, & Shand (2024). Grounded Theory was chosen as the analytical approach to explore how teachers' high expectations are communicated and directly experienced by students. By reviewing the stages of open coding, axial coding, and selective coding, this analysis demonstrates that the study successfully produced the CARE (Confidence, Approach, Relationship, Environment) theory as a conceptual finding firmly rooted in empirical data. This literature review also discusses the methodological relevance of Grounded Theory and the theoretical and practical contributions of the CARE model in educational contexts. The findings demonstrate that Grounded Theory is able to present a substantive theory that describes real social processes and provides applicable guidance for teachers in effectively building high expectations.

Penelitian ini membedah penerapan Grounded Theory dalam artikel “How Teachers Communicated High Expectations to Students” karya Johnston, Wildy & Shand (2024). Grounded Theory dipilih sebagai pendekatan analitis untuk menelusuri bagaimana ekspektasi tinggi guru dikomunikasikan dan dialami langsung oleh siswa. Dengan meninjau tahapan open coding, axial coding, dan selective coding, analisis ini menunjukkan bahwa penelitian tersebut berhasil menghasilkan teori CARE (Confidence, Approach, Relationship, Environment) sebagai temuan konseptual yang berakar kuat pada data empiris. Studi pustaka ini juga membahas relevansi metodologis Grounded Theory serta kontribusi teoretis dan praktis model CARE dalam konteks pendidikan. Temuan menunjukkan bahwa Grounded Theory mampu menghadirkan teori substantif yang menggambarkan proses sosial nyata dan memberikan panduan aplikatif bagi guru dalam membangun ekspektasi tinggi secara efektif.