Using Simulation Methods to Improve Student Learning

Wulandari, Dwi; Narmaditya, Bagus Shandy

doi:10.17501/icedu.2016.1101

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…Various efforts in improving the quality and process of learning in the classroom were implemented such as the use of learning models. For instance, Wulandari & Narmaditya (2016) using simulation method to improve students learning. Futhermore, Wulandari & Narmaditya (2017) implemented reader theater in economics course.…”

Section: Introductionmentioning

confidence: 99%

Does Problem-Based Learning Improve Critical Thinking Skill?

Narmaditya

Wulandari

Sakarji

2018

Self Cite

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The study aims to understand the implementation of Problem-Based Learning and its impact on critical thinking skills for senior high school students. The study used the lesson study approach that was conducted in four cycles. Each learning activity consisted of identifying topic, presenting the report, and evaluating the Problem-Based Learning. The subject of the study was in a Senior High School in Malang, Indonesia. The level of critical thinking refers to Structure Observed Learning Outcome (SOLO) Taxonomy, consisting of Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract thinking levels. The findings in the learning process show that the students’ critical thinking skills has increased. It is revealed by improving the ability to solve problems and making conclusions through critical thinking processes. The implementation of Problem-Based Learning also encourages students to think critically in the form of questioning, discussing problems and making solutions related to the employment issues, national income and economic growth in Indonesia. Keywords: Problem-Based Learning, Critical Thinking Skills, Lesson Study APAKAH PROBLEM-BASED LEARNING DAPAT MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS? Abstrak: Penelitian ini bertujuan untuk mengetahui penerapan Problem-Based Learning dan pengaruhnya terhadap kemampuan berpikir kritis pada siswa sekolah menengah atas. Penelitian ini menggunakan pendekatan lesson study yang dilakukan melalui empat siklus. Setiap aktivitas pembelajaran terdiri dari mengindentifikasi permasalahan, mempresentasikan laporan kegiatan, dan mengevaluasi pelaksanaan Problem-Based Learning. Subject penelitian ini dilakukan pada sebuah Sekolah Menengah Atas di Malang, Indonesia. Tingkat kemampuan berpikir kritis siswa dalam penelitian ini mengacu pada taksonomi SOLO (Structure Observed Learning Outcome) yang meliputi prastruktural, Unistruktural, Multistruktural, Relasional, and Extended Abstract. Hasil penelitian ini menunjukkan bahwa selama proses pembelajaran, kemampuan siswa dalam berpikir kritis telah meningkat. Hal ini ditunjukkan dari peningkatan kemampuan menyelesaikan masalah dan membuat kesimpulan melalui proses berpikir kritis. Penerapan Problem-Based Learning juga mendorong siswa memiliki kemampuan berpikir kritis dalam berbagai aktivitas seperti mengajukan pertanyaan, mendiskusikan permasalahan, dan membuat solusi terkait permasalahan pengangguran, pendapatan nasional, pertumbuhan ekonomi di Indonesia. Kata Kunci: Problem-Based Learning, Kemampuan Berpikir Kritis, Lesson Study

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Section: Introductionmentioning

confidence: 99%

Does Problem-Based Learning Improve Critical Thinking Skill?

Narmaditya

Wulandari

Sakarji

2018

Self Cite

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“…Teaching and learning process does not only increase student's knowledge but also develop student's creativity, critical thinking skill, characters which are included the character to has responsibility, social skills, tolerance, productivity, and adaptive skills. Wulandari & Narmaditya (2016) suggest to using interactive model to understand difficult concept in economics, such as, simulation and role playing and other learning model. Sato (2014) states that what is required to develop learning is authenticity, which means that learning should be adjusted to the characteristics of the learning itself.…”

Section: Introductionmentioning

confidence: 99%

Impact of Problem-Based Learning on Student Achievement in Economics Course

Narmaditya

Winarning²,

Wulandari

2017

CARJO

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The purpose of this study investigated and understand impact of Problem-Based Learning on students' achievement in the economic course through lesson study. This kind a classroom action research in the subject of money and bank in order to participate in solving problems related materials. The Subject of this study is Grade 9 student in academic year 2016/2017. The implementation classroom action research conducted in two cycles comprising Planning, Implementation, observing, and reflection stages. The result of this study that Problem-Based Learning through lessons has been well implemented including the completeness of the learning tools and preparing the Lesson Plans before teaching on each teaching material. Based on the results of the implementation of lesson study using Problem-Based Learning model can be concluded that Problem-Based Learning through on the learning can improve student achievement.

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“…Online role play could improve higher education students' knowledge [5][6][7] and interest in learning particular course [8]. The laboratory learning method using simulation and role-play has been proven to enhance students ' comprehension of the topic in banking, finance and economics [9,10]. This approach has also been proven to provide a more detailed understanding when applied in the Accounting field [11].…”

Section: Introductionmentioning

confidence: 99%

Islamic Mini Banking Laboratory Management System

Riwajanti¹,

Susilowati²,

Amalia³

2021

Proceedings of 2nd Annual Management, Business and Economic Conference (AMBEC 2020)

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This paper aims to explore the management model of Islamic mini banking laboratory for higher education institutions. Data were collected through interviews with informants from five higher education institutions in East Java and Central Java. The results show that the management model was varied. While the three institutions considered that activities in the Islamic mini bank laboratory are the practical aspect of specific Islamic banking subjects in the curriculum, the other two institutions did not relate it to any subject, but to additional important experiences and skills. There were some challenges in managing the laboratories which are related to inadequate facilities such as computers, a suitable laboratory room, a generator set for supplying electricity when the power goes out, and technical problems in using particular Islamic mini bank computer applications provided by the Islamic bank. To improve student services, some plans are designed, which include developing mini bank's active practices in real-money banking, developing a university-level online system, and providing students with certified skills.

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Using Simulation Methods to Improve Student Learning

Cited by 4 publications

References 2 publications

Does Problem-Based Learning Improve Critical Thinking Skill?

Does Problem-Based Learning Improve Critical Thinking Skill?

Impact of Problem-Based Learning on Student Achievement in Economics Course

Islamic Mini Banking Laboratory Management System

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