Abstract:This paper advances active learning as a pedagogic praxis in Economics education to enrich students’ critical and higher order thinking skills (i.e., analysis, evaluation, and synthesis). The paper is grounded within Critical Theory (CT) as a theoretical lens, which gives this intellectual piece an impetus to propagate empowerment and transformation as guiding principles. The paper adopted Participatory Action Research (PAR) as a methodological approach to generating data. The two overarching research question… Show more
“…This pedagogical method emphasizes engaging students in the learning process through various activities and exercises that go beyond traditional passive learning techniques, such as lectures and readings (Kim et al, 2019). Specifically, active learning is designed to promote critical thinking, problem-solving skills, and deeper understanding of the subject matter by requiring students to actively participate in their own learning (Hao et al, 2021;Sekwena, 2023). Furthermore, active learning is a versatile teaching approach that is effective for learners of all levels, including individual, small group, and large class settings (Silberman, 1996).…”
Active learning is a powerful teaching and learning approach that enhances students' capacity to construct understanding and apply their knowledge in real-world contexts. However, in university science classes, lectures remain the predominant method employed by instructors, primarily due to time constraints and limited familiarity with active learning strategies. This study aimed to explore practical guidelines for implementing active learning in undergraduate polymer science classrooms, as well as the perspectives of instructors and students on this approach and student satisfaction with active learning. The research involved two instructors and 34 second-year students from the Faculty of Science at a university based in Bangkok, Thailand. Data were collected through classroom observation, a student satisfaction questionnaire, and instructor and student interviews. Data were analyzed quantitatively, using means and standard deviations, as well as qualitatively, using content analysis. The study identified four practical guidelines for implementing active learning in the undergraduate polymer science classroom, which are: using a variety of active learning strategies and techniques that match the nature of students; providing helpful learning media and technology; using higher-level questioning to promote thinking processes; and linking authentic assessment and constructive feedback with real-life situations. These four guidelines proved effective for both on-site and online forms of learning. Furthermore, the students expressed very high satisfaction levels (M = 4.64, SD = 0.49) and positive opinions regarding active learning.
“…This pedagogical method emphasizes engaging students in the learning process through various activities and exercises that go beyond traditional passive learning techniques, such as lectures and readings (Kim et al, 2019). Specifically, active learning is designed to promote critical thinking, problem-solving skills, and deeper understanding of the subject matter by requiring students to actively participate in their own learning (Hao et al, 2021;Sekwena, 2023). Furthermore, active learning is a versatile teaching approach that is effective for learners of all levels, including individual, small group, and large class settings (Silberman, 1996).…”
Active learning is a powerful teaching and learning approach that enhances students' capacity to construct understanding and apply their knowledge in real-world contexts. However, in university science classes, lectures remain the predominant method employed by instructors, primarily due to time constraints and limited familiarity with active learning strategies. This study aimed to explore practical guidelines for implementing active learning in undergraduate polymer science classrooms, as well as the perspectives of instructors and students on this approach and student satisfaction with active learning. The research involved two instructors and 34 second-year students from the Faculty of Science at a university based in Bangkok, Thailand. Data were collected through classroom observation, a student satisfaction questionnaire, and instructor and student interviews. Data were analyzed quantitatively, using means and standard deviations, as well as qualitatively, using content analysis. The study identified four practical guidelines for implementing active learning in the undergraduate polymer science classroom, which are: using a variety of active learning strategies and techniques that match the nature of students; providing helpful learning media and technology; using higher-level questioning to promote thinking processes; and linking authentic assessment and constructive feedback with real-life situations. These four guidelines proved effective for both on-site and online forms of learning. Furthermore, the students expressed very high satisfaction levels (M = 4.64, SD = 0.49) and positive opinions regarding active learning.
“…A learning process that focuses on students will not occur and develop if there is no direct active war from students (Goldenberg, 2020;Rudolph et al, 2023). The active role of students is a concept where students not only act as passive recipients of information from educators, but are also actively involved in the learning process (Carless, 2022;Sekwena, 2023). This includes a variety of activities such as group discussions, collaborative projects, experiments, and problem solving, which encourage students to engage directly in understanding the material and developing skills.…”
The aim of this research is to examine student activity. This research uses Classroom Action Research (PTK). The subjects and location of this research were class VB students at SDN 42 Jambi City, totaling 24 students. The research model used is research which includes four stages of action, namely planning, action, observation and reflection. The data analysis technique used is quantitative descriptive. The research results showed that students experienced significant improvement during the two cycles using each completeness percentage. In the pre-cycle, students' completeness was 40%. In cycle I the completeness obtained was 53% and in cycle II it reached 77% completeness or an increase of 37%. With a pre-cycle average of 40% to 53% in cycle I and increasing in cycle II to 77%. So it can be concluded that the TaRL approach can increase student activity in teaching and learning activities in the VB class at SDN 42 Jambi City. So, it can be recommended to use the TaRL learning approach to increase student activity.
“…As stated by Mispani et al (2021), that the questions in learning in tertiary institutions are not yet HOTS-based so this is a challenge for a lecturer to analyze this situation. Therefore, it becomes a challenge for lecturers to analyze such a situation (Mokhtar et al, 2020;Sekwena, 2023). Purwasih (2020) and Ibrahim et al (2020) also explained that they have weaknesses in preparing HOTS questions, one of which is the lack of knowledge and low universities' expectations of religious learning materials.…”
Higher order thinking skills are an important element in facing the challenges of the 21st century. The application of higher order thinking skills in religious materials has been a significant concern. However, the lack of knowledge about the importance in religious learning has not been widely studied, especially in lecturers perception. This present study examined the lecturers' perceptions of implementing higher order thinking skills and the relevance to student academic performance in online learning. It employed a descriptive quantitative approach and engaged 33 lecturers and 63 students selected using a purposive sampling technique. All respondents who were involved consciously agreed to become research participants. Furthermore, the data collection instrument used a Likert scale consisting of 11 statements, documentation of test questions used in learning, and student learning outcomes. Instrument validation involved two experts with a reliability score above 0.7 and was declared valid. The learning outcomes instrument uses questions at the end of the semester for lecturers in Islamic education courses. Data were analyzed using SPSS 25. The results showed that 65.3% of lecturers applied higher order thinking skills in making question items. However, the document analysis showed contradictory data in which the items were categorized as lower order thinking skills, in line with students' low learning outcomes of 55.56%. These findings indicated a discrepancy between religious lecturers knowledge and higher education expectations for students of religious education programs. This research contributes to the development of higher order thinking skills concept in online learning practices.
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