Applying Blended Problem-Based Learning to Accounting Studies in Higher Education; Optimizing the Utilization of Social Media for Learning

Abstract

This study aims to examine the implementation of blended problem-based learning in introductory courses on accounting in order to improve stu-dents' critical and creative thinking skills and student learning outcomes. The research design carried out is classroom action research (CAR). The ob-ject in this study is Accounting Education students at the Faculty of Eco-nomics, Semarang State University. The research was conducted in Septem-ber-October 2019. The procedure for carrying out CAR consists of planning, implementing, observing and reflecting. CAR is implemented in two cycles. The research data has been gathered using documentation, observation and testing. For data analysis, quantitative and qualitative descriptive methods are used. The researchers have carried out two cycles with each cycle con-sisting of two lecture meetings. In the first cycle, researchers used Google classroom, mind mapping, online quizzes, and Instagram social media to improve interaction and the quality of lectures by applying blended prob-lem-based learning. Researchers focused on improving students' critical and creative thinking skills in the first cycle. The results showed that the stu-dents have good critical and creative thinking skills. In the second cycle, re-searchers still continued to use Google classroom and combined it with face-to-face lectures using "make a note" assignments and group discus-sions. Researchers took quantitative measurements to see the success of the treatment. The results showed that students were able to obtain better grades than before being given the treatment.

Upbringing of Student Teachers in Extracurricular Activities in the Context of Distance Learning

“…However, the study did not reveal a positive result in the level of formation and familiarity with classical and contemporary domestic and world cultural values and folk art. This result correlates with a number of empirical studies that correlate the formation of this characteristic of upbringing with a longer process, including continuous longterm education in the "school-institute" system [5,16,18].…”

“…The effectiveness of professional training and the educational and upbringing space of the institute in general is determined not only by professional knowledge and skills, but also by the implementation of these resources in their activities, including the extracurricular environment [2,18]. Comprehensively developed and formed abilities and value orientations in the pedagogical institute educational space determine higher productive level of personality development, and in the context of our research -the upbringing of a student teacher [5,7].…”

“…In the field of professional development of a student teachers, the main type of upbringing is focused on the levels of labor education and professional self-determination: respect for work, people of labor, labor achievements and feats, the development of skills, skills and competencies of self-service, performance of labor social and domestic duties [2]; the need to work, a conscientious, responsible and creative attitude to various types of work and professional self-determination through involvement in socially significant activities for a meaningful choice of profession [7]; development of the ability to work together with others, to act independently, actively and responsibly, mobilizing the necessary resources, correctly assessing the meaning and consequences of their actions [18].…”

EFEKTIFITAS PEMBELAJARAN BERBASIS m-PBL DALAM MENUNJANG PEMBELAJARAN MATEMATIKA SECARA DARING

“…Selanjutnya berdasarkan hasil tes N-Gain dapat disimpulkan bahwa model pembelajaran m-PBL lebih efektif daripada pembelajaran PBL untuk mengajarkan keterampilan pemecahan masalah matematis. Hasil penelitian ini sesuai dengan temuan sebelumnya (Nurkhin et al, 2020) yang menyatakan bahwa PBL yang dikombinasikan dengan teknologi lebih baik daripada PBL konvensional.…”

Blended Learning Station-Rotation Model: Does it Impact on Preservice Teachers' Scientific Literacy?

“…With blended learning, students can construct their own knowledge and change their passive behavior that only receives knowledge from their teacher into an active behavior (Maza et al, 2016;Wichadee, 2017). Blended learning has been shown to improve student learning's outcomes (Saritepeci & Cakir, 2015;Rafiola et al, 2020;Ridwan et al, 2020), can improve critical and creative thinking (Nurkhin et al, 2020), can increase student's motivation in learning (Schober & Keller, 2012;Islam et al, 2018), are used as important guidelines in learning (Cao & Liu, 2019), and as an alternative learning method in higher education (Ibrahim & Nat, 2019).…”