Assessing Moral Development and Learning Outcomes in STEM Education: Evidence from an Indonesian Informatics Program

Abstract

This study examines the dual role of mathematics learning in developing moral character and STEM competencies among informatics engineering students. Despite mathematics being a fundamental component of engineering education, its potential as a vehicle for character development remains underexplored. Through a mixed-methods approach involving 55 informatics engineering students from an Indonesian university, significant correlations were found between mathematical ability and moral character development   (r = 0.42, p < 0.01) and career readiness (r = 0.38, p < 0.05). The integrated STEM mathematics learning approach, which connected discrete mathematics to real-world informatics problems, proved effective in fostering both computational thinking (demonstrated by 42% improvement in programming abstraction) and professional ethics (28% enhancement in ethical awareness). Thematic analysis revealed emerging themes “including ‘increased awareness of data privacy’ and ‘appreciation for logical consistency in ethical reasoning.’ ” Results indicate that mathematics serves not only as a technical foundation but also as a medium for character development in engineering education. The study recommends an integrated curriculum design that leverages mathematics learning for holistic student development, addressing the growing need for responsible innovation in technology fields.