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All Journal Jurnal Pendidikan Ilmu Sosial Konstruktivisme : Jurnal Pendidikan dan Pembelajaran
Shendy Andrie Wijaya
Universitas PGRI Argopuro (UNIPAR) Jember
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Multiple Intelligences-Based Active Learning in Economics Education: Fostering Student Engagement and Holistic Development Juanda Prastian Aditia Putra; Shendy Andrie Wijaya; Moh. Usman Kurniawan
Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 18 No 2 (2026): Juli 2026
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/bsqn1853

Abstract

This study investigates the implementation of Multiple Intelligences-based active learning in Economics education at MA Raudlatus Syabab Sukowono Jember, with a particular focus on the planning, implementation, and evaluation of learning practices in the madrasah context. While previous studies have primarily examined the effectiveness of Multiple Intelligences through quantitative approaches and learning outcomes, this study provides a qualitative understanding of how the approach is translated into classroom planning, instructional practices, and multidimensional assessment in Economics education. A qualitative case study design was employed, involving 15 participants, including an Economics teacher, students, and school administrators. Data were collected through classroom observations, semi-structured interviews, and document analysis. The credibility of the findings was established through triangulation of observations, interviews, and documents, while the data were analyzed using data reduction, data display, interpretation, and conclusion drawing. The findings reveal that the implementation followed three interconnected stages. During the planning stage, teachers designed instructional activities by considering students’ diverse intelligence profiles. During implementation, learning was conducted through discussions, presentations, case analyses, and collaborative activities that encouraged active participation. Evaluation was carried out using multidimensional assessment covering academic achievement, communication, collaboration, participation, and responsibility. These implementation patterns created a more participatory and contextual learning environment while supporting students’ holistic development. The findings provide practical insights into implementing Multiple Intelligences-based active learning in Economics education within madrasahs and contribute to the development of more inclusive and student-centered instructional practices.
Problem-Based Learning for Fostering Learning Independence in Economics Education Faisal Bustami Arifin; Shendy Andrie Wijaya; Noviana Mariatul Ulfa
PENDIS (Jurnal Pendidikan Ilmu Sosial) Vol. 5 No. 1 (2026): Maret
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pendis.v5i2.740

Abstract

This study aims to examine the implementation of Problem-Based Learning (PBL) in Economics learning and its contribution to the development of students’ learning independence at SMK Raudlatul Ulum Ledokombo Jember. Previous studies have predominantly focused on learning outcomes, critical thinking, and student engagement, while limited attention has been given to how PBL fosters learning independence within vocational and pesantren-based educational settings. This study contributes a contextual understanding of learning independence through four interconnected dimensions: learning initiative, self-confidence, learning responsibility, and self-regulated learning. This study employed a qualitative descriptive approach with a field research design. Data were collected through classroom observations, semi-structured interviews, and documentation involving one Economics teacher and twelve students who actively participated in PBL-based learning activities. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing to identify patterns related to instructional practices and students’ learning behaviors. The findings reveal that PBL was implemented through contextual economic problem orientation, collaborative investigation, group discussion, presentation, and reflection activities. The model transformed learning into a more student-centered process and strengthened students’ learning independence. Four key indicators emerged: increased initiative in information seeking, improved self-confidence in expressing ideas, stronger responsibility toward academic tasks, and enhanced ability to regulate learning strategies. Both teachers and students perceived PBL positively because it promoted active participation, meaningful learning experiences, and stronger connections between economic concepts and real-life situations.
Co-Authors Faisal Bustami Arifin Juanda Prastian Aditia Putra Moh. Usman Kurniawan Noviana Mariatul Ulfa