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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Algebra : Jurnal Pendidikan Sosial dan Sains
Zelhendri Zen
State University of Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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Analisis Profil Latent Terhadap Keterlibatan Mahasiswa dalam Pendidikan Kalkulus Terintegrasi STEM: Pengembangan Karakter dan Prestasi Akademik di Perguruan Tinggi Indonesia Deby Erdriani; Zelhendri Zen; Fetri Yeni; Mahdalena Prihatin Ningsih; Ega Harna B; Firmawati; Helmiyanti
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.13827

Abstract

This study employed Latent Profile Analysis (LPA) to investigate engagement patterns among Indonesian university students (N = 81) in a calculus course integrated with STEM through engineering case studies and digital tools. A cross-sectional design using a multidimensional engagement questionnaire identified three distinct profiles: Highly Engaged Digital Learners (22.20%), Minimally Engaged Learners (3.70%), and Moderately Engaged Learners Requiring Support (74.10%). ANOVA results revealed that Highly Engaged Digital Learners achieved significantly superior calculus performance (mean score = 89.70) compared to other profiles (mean difference = 17.30 points, p < 0.001). MANOVA further indicated that this group demonstrated substantially greater development of character virtues, including perseverance, intellectual honesty, and collaborative ethics (all p < 0.001). The findings confirm that STEM-integrated calculus education, when effectively engaging students, serves a dual pedagogical function, simultaneously advancing technical competencies and ethical reasoning. This highlights its transformative potential in fostering holistically developed professionals, aligning with Sustainable Development Goal 4 (Quality Education). Strategic educational responses should include early engagement profiling and targeted support to maximize these benefits.
BUILDING INTELLIGENCE IN THE LEARNING PROCESS IN HIGHER EDUCATION: PHILOSOPHICAL, THEORETICAL, PRACTICAL PARADIGM Setia Budi; Zelhendri Zen; Jasrial; Rara Ajeng Pratiwi
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 5 No. 4 (2025): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/tq49jn08

Abstract

The development of student intelligence in higher education often faces challenges because the education system consistently prioritizes cognitive aspects while neglecting other dimensions, such as emotional, social, and creative components. This situation raises the question of how pedagogical strategies can enhance students' intellectual diversity, thereby making the learning process more comprehensive. This study aims to examine students' views on the development of intelligence during the learning process in higher education while providing insights into effective and adaptive learning practices. The method used is a literature review by reviewing scientific articles, research reports, and selected academic literature published between 2013 and 2023. The analysis used a content analysis approach through the stages of synthesis, classification, and data reduction. The results of the study indicate that although learning in higher education is still dominated by a cognitive orientation, emotional, social, and intrapersonal intelligence have been shown to play a significant role in supporting students' academic and personal success. The ideas of Gardner, Vygotsky, and Goleman emphasize the importance of holistic learning that integrates social interaction, emotional regulation, creativity, and ethical and spiritual dimensions. The contribution of this article lies in its efforts to integrate the theories of multiple intelligences, emotional intelligence, and constructivism into a practical framework for developing holistic learning in higher education, as well as providing concrete recommendations for lecturers to expand assessment and learning strategies beyond cognitive biases.
Co-Authors Budi, Setia Deby Erdriani Ega Harna B Fetri Yeni Firmawati Helmiyanti Jasrial Mahdalena Prihatin Ningsih Rara Ajeng Pratiwi