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All Journal Konstruktivisme : Jurnal Pendidikan dan Pembelajaran
Moh. Usman Kurniawan
Universitas PGRI Argopuro (UNIPAR) Jember
Education Languange, Linguistic, Communication & Media 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.
Enhancing Student Participation and Learning Outcomes Through Quantum Learning in Economics Classrooms Safik Nur Taufiq; Moh. Usman Kurniawan; Denok Mugi Hidayanti
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/vn1xyc82

Abstract

This study explores the implementation of the Quantum Learning model in Economics education at MA As-Surur Silo Jember. It examines how teachers and students perceived its influence on classroom engagement and learning experiences. While previous studies have largely emphasized the effectiveness of Quantum Learning through quantitative measurements, limited research has explored its implementation within the contextual setting of Islamic secondary education. This study addresses this gap by proposing a contextual understanding of how Quantum Learning fosters meaningful and student-centered learning experiences in Economics classrooms. A qualitative descriptive approach was employed, involving 18 informants: one Economics teacher, two school administrators, and fifteen students. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data were analyzed through data reduction, data organization, interpretation, and conclusion drawing to identify patterns related to instructional practices and learning experiences. The findings indicate that the implementation of Quantum Learning was associated with a more interactive, participatory, and contextual learning environment. Participants described greater student engagement, confidence, and motivation during classroom activities. Teachers and students also perceived that the learning process supported students in relating economic concepts to real-life situations and fostered more meaningful learning experiences. These findings suggest that Quantum Learning provides a relevant pedagogical approach for promoting student-centered learning in Economics classrooms within the madrasah context.
Co-Authors Denok Mugi Hidayanti Juanda Prastian Aditia Putra Safik Nur Taufiq Shendy Andrie Wijaya