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Lina Marlina
Universitas Pamulang
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Veterinary Other

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Journal : integralistik

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Analisis Growth Mindset Mahasiswa dalam Challenge-Based Learning Berbasis Deep Learning Lina Marlina
Integralistik Vol. 37 No. 2 (2026): Juli :2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/integralistik.v37i2.46168

Abstract

This study examines the relationship between university students' growth mindset and their engagement in Challenge-Based Learning (CBL) supported by a deep learning approach. A quantitative approach with a descriptive correlational design was employed involving 85 undergraduate students selected through purposive sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed through descriptive statistics and Pearson correlation analysis. The findings reveal that students demonstrated a high level of growth mindset (M = 4.12) and student engagement (M = 4.05). Furthermore, a positive and statistically significant relationship was identified between growth mindset and student engagement (r = 0.68, p < 0.05), indicating that students with stronger growth mindsets tend to participate more actively, collaborate more effectively, and engage more deeply in challenge-based learning activities. These findings suggest that integrating Challenge-Based Learning with a deep learning approach promotes meaningful, reflective, and student-centered learning experiences. This study contributes to the literature by providing empirical evidence for an integrative pedagogical framework that positions growth mindset as a psychological foundation, Challenge-Based Learning as an instructional strategy, and the deep learning approach as a mechanism for strengthening student engagement. This framework offers a comprehensive perspective for designing innovative and meaningful learning in higher education.
Co-Authors Achmad Furqon Ade Millatus saadiyah Aeng Muhidin Aeng Muhidin Alinurdin Alinurdin Aryani Lestari Putri Aryanti Dwi Untari Basri, Alamsyah Dini Raihanuni Fajar Mauludin Hajmi Fakhruri Heri Kurnia Jasmine Triyas Sasongko Karo, Cuklesi Br Muhammad Asmawi Rai Robbi Rafsanjani Restiana Restiana Rini Andriani Rolando P. Quinones Jr Roni Rustandi Siti Khamroh Udi Hamzah