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All Journal Journal of Integrated Elementary Education Genta Mulia
Lindayani Lindayani
Universitas Cipta Mandiri
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Influence of growth mindset and multiple intelligences on elementary students’ self-regulation Nurul Zikri Filina; Tria Marvida; Dian Erlita; Lindayani Lindayani; Putri Fakhrina Sari
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v6i1.31488

Abstract

This study examines the association between ALEXISTOTO growth mindset, multiple intelligences, and elementary school students’ self-regulation. Self-regulation is a key competency in elementary education, yet it is often treated as a technical learning skill rather than an integrated cognitive and behavioral capacity. Using a quantitative explanatory design, the study involved 239 fifth-grade students from elementary schools in Aceh. Data on growth mindset, multiple intelligences, and self-regulation were collected through structured questionnaires and analyzed using multiple regression analysis. The results show that growth mindset and multiple intelligences together account for a substantial proportion of variance in students’ self-regulation (R² = 0.673, p < 0.001). Growth mindset was the stronger predictor (β = 0.678, p < 0.001), while multiple intelligences also showed a smaller but statistically significant association (β = 0.155, p = 0.024). These findings indicate that students with higher growth mindset scores and more developed multiple intelligences tend to report higher levels of self-regulation. The study provides empirical evidence on the relative contribution of growth mindset and multiple intelligences to self-regulation among elementary students, without implying causal relationships. The findings may inform educational practices aimed at supporting students’ self-regulatory development.
INTEGRASI STEM DAN DIGITAL LEARNING DALAM PEMBELAJARAN IPAS DI SEKOLAH DASAR Lindayani Lindayani; Nurul Zikri Filina; Dian Erlita; Febry Fahreza; Nurjannah; Syah Mohd Hadiid Thaariq
Jurnal Genta Mulia Vol. 17 No. 2 (2026): JURNAL GENTA MULIA
Publisher : LPPM Universitas Cipta Mandiri

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Abstract

This study aims to analyze the implementation of the integration of the STEM (Science, Technology,Engineering, Mathematics) approach and digital learning in strengthening the integration of theSTEM (Science, Technology, Engineering, Mathematics) approach and digital learning in the sciencesubject in elementary schools and its impact on improving students' critical thinking skills. This studyuses a qualitative approach by studying and analyzing books and relevant reference sources. Data wereobtained from various appropriate scientific sources and analyzed descriptively. The study shows thatcombining STEM education with digital learning can increase student participation, help theirunderstanding of concepts, and train 21st-century skills such as critical thinking, creativity, collaboration, and communication skills. This integration is a creative solution in the science learning process in today's increasingly digital era.
Co-Authors Dian Erlita Febry Fahreza Nurjannah Nurul Zikri Filina Nurul Zikri Filina Putri Fakhrina Sari Syah Mohd Hadiid Thaariq Tria Marvida