This study analyzes how the case method improves learning innovation among students by improving critical thinking skills in International trade technique. This is motivated by the large number of students with various problems related to the ability to be critical and active in each lecture. Therefore, towards students' critical thinking skills in international trade engineering courses through the application of a discussion-based participatory learning model to solve cases or problems or case-based methods. The design used in this study is a One-Shot Case Study experimental design. Where in the implementation of the International trade technique course, students of the Development Economics Study Program use learning using the case method. After observing the results in the form of students' critical thinking skills in class, it can be seen that there is a student's desire to help sharpen, think critically, conduct discussions, communicate with friends and lecturers in solving problems that are appointed as case studies. The results of this study indicate that through the application of the case method learning model or case study it is able to encourage students' creative and critical thinking skills in solving cases from various different points of view so as to bring up the best solution.
High economic growth is an achievement that is always expected and targeted by a country or region. However, whether this economic growth has been in line with the reduction in poverty, the decrease in unemployed people, and the provision of many and quality jobs is still in question. Thus, the problem that can be studied is whether Jambi Province has been in inclusive economic growth. And, what factors are calculated and analyzed in determining its inclusiveness. The method and data used are the adaptation of the main variables used by the Asian Development Bank (ADB) and the measure of the quality of economic growth is assessed from the IGI (Inclusive Growth Index). The result shows that IGI Jambi Province has an increasing trend during the 2016 – 2020 period, although it is stagnant at a satisfactory level of progress and at the level of satisfaction in 2019 it experienced growth compared to the previous year accompanied by an increase in several sub-dimensions such as the sub-dimension of productive workforce, economic infrastructure, poverty, health, education, sanitation and social protection.Meanwhile, the level of satisfaction with economic growth grew negatively, as well as the subdimensions of gender equality and constant income inequality. Keywords: Economic Growth, IGI, Inclusive Economic, Jambi.
The article aims to analyze the relationship between the curriculum management of the Department of Economics and the dynamics of Jambi's development oriented to Agribusiness and Environment, which is the most important part of in achieving the Vision of the University of Jambi. Curriculum development that is reconstructed and relaxed in accordance with the dynamics of information development and current real needs will provide a more straightforward way to optimize the role of the University of Jambi in realizing the development of Jambi based on agro-industry and the environment. With the main foundation of sustainable competitive development, it is a means to strengthen the achievement of University of Jambi's Vision.
Amid the Covid-19 Pandemic, the economic growth all countries plummeted. To analyze these countries' economic growth development, necessary for analyzing factors that affect the economic growth, both are the long and the short term. This study aims to analyze the overview conditions the economic growth of Asean countries, then to analyze the influence of macroeconomy variables, such as foreign direct investment (FDI), free trade/open economy, and inflation on the economic growth be it is long and the short term. Methods used in this case are quantitative and qualitative approach. The quantitative approach is using Error Correction Model, and the graphical analysis is used to describe qualitative approach. Some of Asean countries such as Thailand, Indonesia, Malaysia, Singapore are taken as a sample due to macroeconomy variables of Philippines fail the stationary level test stage, in the meantime, there is no cointegration indicated variable for Vietnam. So, there are negative the economic growth for some Asean countries, Thailand is −6,08%, Indonesia is −2,07%, Malaysia is −5,58%, and Singapore is −5,39%. For the economic growth of Indonesia in the short and long term, none of the foreign direct investment (FDI), free trade, and inflation can significantly affect the economic growth. In the long and short term, Malaysia is impacted by FDI, and the open economy is clearly positive. At the same time, inflation is negative but not significant. The long term, economic growth of Singapore, no independent variables can affect the economic growth of Singapote. In the meantime in the short term, only inflation has a significant positive impact. In the long term, the economic growth of Thailand is not influenced by these three variables, meanwhile in the short term, FDI has a positive significant effect on the economic growth of Thailand.
The learning model commonly used in the History of Economic Thought course is a conventional model. This model is considered less in accordance with the characteristics of Generation Z who tend to like modern methods. The research method or evaluation carried out in this study is using student self-assessment. In self-assessment, students evaluate the overall process of learning action or action on concepts through performance outcomes or products. The project-based learning model (PjBL) is based on a constructivist learning theory based on the idea that students acquire knowledge based on their own experience. To complement PjBL innovation, it is accompanied by an ability assessment, namely Higher Order Thinking Skills (HOTS). Where HOTS requires students to build their own knowledge and apply knowledge so as to produce output that can be useful. The results of the study show that the Project Based Learning (PjBL) learning model with Higher Order Thinking Skills (HOTS) innovation has a very positive influence on increasing students' critical thinking power and can trigger students' enthusiasm and activeness in the learning process.
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