Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Haryati, Sri; Sukarno, S.Kep. Anita; Siswanto, Siswanto; Muhlisin, Ahmad; Anggraeni, Chichi Eria; Brata, Wasis Wuyung Wisnu

doi:10.4108/eai.12-10-2019.2296468

Cited by 1 publication

(3 citation statements)

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“…The cases given in the case-based learning model using the ERP model are carried out in the phase engage, where the first stage is reading the phenomenon or in this case the case given by the educator. The ERP model aims to strengthen students' research abilities because it consists of several sub-phases that highlight research skills (Haryati et al, 2020), so that students can solve cases well. Each sub-phase in this model invites students to be involved in all activities that lead to how to solve cases scientifically.…”

Section: Discussionmentioning

confidence: 99%

“…In the engage phase, students are given cases that must be solved. In more detail the subphases on the ERP model syntax (Haryati et al, 2020) shown in table 2.…”

Section: Classroom Interventionmentioning

confidence: 99%

“…The researcher implemented the engage, research, and present (ERP) learning model. ERP learning model (Engage, Research, Present) is a learning model designed to practice research activities in an effort to acquire knowledge (Haryati et al, 2020;Sukarno et al, 2020). This learning model provides opportunities for students to discover, explore, and develop knowledge and skills to solve problems they face by building connections between intellectual activities (thinking processes) and practical activities through research activities that are integrated into learning activities.…”

Section: Introductionmentioning

confidence: 99%

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A case-based study in ERP instructional model: Fostering critical thinking skills and portraying independence on solving problems

2022

pegegog

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Case-based study has a lot of potential in supporting the success of learning outcomes needed in the 21st century, one of which is critical thinking skills. However, there are very few studies related to case-based study to promote critical thinking skills.Therefore, this study will analyze the effectiveness of case-based study in improving students' critical thinking skills. In this research, case-based study is carried out with engage, research, present (ERP) instructional model. The ERP model has potential and is in accordance with case-based study schemes for the university level. In addition, this study was also conducted to analyze the achievement of student independence in conducting research to solve a problem. This study used a non-equivalent control group research design with 70 samples divided into the experimental group (N = 35) and the control group (N = 35). The instrument used is a standardized test of critical thinking skills developed by Ennis, namely the Cornell Critical Thinking Test (CCTT) level X and an observation sheet for student independence in solving problems. The results showed that case-based learning using the ERP model (experimental group) was more effective than case-based learning without the ERP model (control group). However, the learning process carried out in groups is effective in improving critical thinking skills. This shows that case giving is quite effective in supporting critical thinking skills. In addition, the dominance of the achievement of student independence in conducting research (in the experimental group) to solve problems is at level 3, namely scaffolded research. The implication is that case-based learning is suitable for use in improving critical thinking skills at the university level.

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Section: Discussionmentioning

confidence: 99%

“…In the engage phase, students are given cases that must be solved. In more detail the subphases on the ERP model syntax (Haryati et al, 2020) shown in table 2.…”

Section: Classroom Interventionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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