Applying Case Method in the Training of Future Specialists

Chumak, M. Ye.; Nekrasov, Sergiy; Hrychanyk, N.; Prylypko, Viktoriia; Mykhalchuk, V. M.

doi:10.5430/jct.v11n1p235

Cited by 9 publications

(7 citation statements)

References 14 publications

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“…Thus, based on the average pretest, posttest, Ngain, and paired sample t test results, it can be stated that case method learning can improve students' scientific literacy skills in the three domains of scientific literacy, namely content, scientific process, and context. This is in line with the study by Chumak et al (2022) showed the high efficiency of the case method in the educational environment of higher educational institutions. The case method leads students to explore information in solving cases scientifically, this of course directly shapes students' scientific literacy skills (Rahayu, 2020).…”

Section: Figure 2 Scientific Literacy Ability By Contentsupporting

confidence: 90%

Analysis of Students' Scientific Literacy Ability by the Implementation of Case Method Learning

Seprianto

Hasby²

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to analyze the increase in students' scientific literacy by implementation of case method learning. This is a quasi-experimental research using a one group pretest-posttest design. The research sample is the first semester students of the Chemistry Education Department at Universitas Samudra in the odd semester of the 2022/2023 academic year. This research consists of four stages, namely material analysis, development of tools and instruments, implementation, and data analysis. The scientific literacy test instrument was used to measure students' scientific literacy. Students' scientific literacy skills are presented according to content, science process, and context aspects. The increase in students' scientific literacy skills was analyzed based on the N-gain and paired sample t test. The results of the study found that students' scientific literacy skills in all content, science process, and contexts, were higher in the posttest than the pretest except for content energy that accompanies changes in material and context of natural resources. The average scientific literacy ability of students at the posttest (74.33) was higher than at the pretest (57.08). The N-gain value of 0.40 indicates an increase in students' scientific literacy skills with implementation of case method learning in the medium category. Analysis with paired sample t test indicates a significant difference in the pretest and posttest scores. Thus, it can be concluded that case method learning can improve students' scientific literacy skills in the three domains of scientific literacy.

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Section: Figure 2 Scientific Literacy Ability By Contentsupporting

confidence: 90%

Analysis of Students' Scientific Literacy Ability by the Implementation of Case Method Learning

Seprianto

Hasby²

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Carlson and Velenchik (2006) describe the case method as an active learning technique that uses classroom discussion of a written narrative or a case as a strategy to develop the student's analytical tools and skills. The potential the case method has to enrich students' higher order thinking skills is also noted by Chumak et al (2022), who state that the case method is an appropriate and effective interactive teaching method because of its efficacy in promoting critical thinking, collaboration, and cooperation of students and teachers. According to Chumak et al (2022), the case method involves students discussing a particular event or situation in the real world.…”

Section: Literature Reviewmentioning

confidence: 93%

“…The potential the case method has to enrich students' higher order thinking skills is also noted by Chumak et al (2022), who state that the case method is an appropriate and effective interactive teaching method because of its efficacy in promoting critical thinking, collaboration, and cooperation of students and teachers. According to Chumak et al (2022), the case method involves students discussing a particular event or situation in the real world. It requires them to find the best possible solution to the problem highlighted.…”

Section: Literature Reviewmentioning

confidence: 93%

Active Learning Pedagogy for Enriching Economics Students’ Higher Order Thinking Skills

Sekwena

2023

IJLTER

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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 questions that developed the intellectual elements of this paper are: what are the challenges faced by Economics students in responding to higher order questions? How can active learning pedagogy be used to enrich Economics students’ critical and higher order thinking skills? A thematic analysis technique was used to analyse the discourses generated. Research shows that students find it challenging to respond to higher order questions and that Economics teaching is predominantly skewed towards the conventional lecture approach or the teacher-centred method, which often does not create opportunities for students to be actively engaged in the teaching and learning process, thus leaving them as passive recipients of knowledge. Based on the findings, this paper argues for active learning as a more unconventional pedagogy in Economics teaching to empower students to respond to higher order questions.

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“…Selanjutnya penelitian lain oleh Rahmawati (2013) menggunakan metode case method dapat mempengaruhi motivasi dan pemikiran kritis siswa. Kemudian penelitian terdahulu juga menyatakan bahwa pembelajaran case method mampu meningkatkan hasil belajar, minat belajar, serta mampu melatih kemampuan berpikir kritis dikarenakan dalam penerapannya disajikan kasus yang terjadi disekitar dan dikaitkan dengan materi yang disampaikan sehingga dibutuhkan kemampuan berpikir secara kreatif dan kritis untuk mencari solusi dari kasus yang disajikan Chumak et al, (2022); Leggett & Smith (2022); Ito & Takeuchi (2021). Berdasarkan pemaparan tersebut maka tujuan penelitian ini untuk mendeskripsikan bagaimana efektivitas metode pembelajaran pemecahan kasus (case method) ditinjau dari kemampuan berpikir kritis mahasiswa.…”

Section: Pendahuluanunclassified

The Effectiveness of Case Method Learning in View of Students' Critical Thinking Ability

Fauzi

Ermiana²,

Rosyidah³

et al. 2023

pedagogia

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This study aims to describe the effectiveness of the case method in terms of students' critical thinking skills. This type of research is a quasy experiment with a one-group pretest-posttest design. The population of this study was all students of the Elementary School Teacher Education Study Program (PGSD) at the University of Mataram. The sample used in this study were 29 semesters 2 students taking elementary school mathematics education courses. Data collection techniques using test and non-test techniques. The instrument for collecting data uses a critical thinking ability test. The analysis technique uses the normality test for the prerequisite test, the t-test to find out the difference in the pretest and posttest averages, and the N-Gain score test to determine the effectiveness of the case method. The results showed that the results of the pretest and posttest of students' critical thinking skills obtained successive significance scores of 0.088 > 0.05 and 0.094 > 0.05 meaning that the data was normally distributed. Furthermore, the statistical results of the t-test showed a significance value of 0.000 <0.05. This means that there is a significant difference in average between the pretest and posttest. While the result of the N-Gain score is 0.713 and is in the high category, it can be said that the implementation of the case method has a high level of effectiveness on students' critical thinking skills.

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Applying Case Method in the Training of Future Specialists

Cited by 9 publications

References 14 publications

Analysis of Students' Scientific Literacy Ability by the Implementation of Case Method Learning

Analysis of Students' Scientific Literacy Ability by the Implementation of Case Method Learning

Active Learning Pedagogy for Enriching Economics Students’ Higher Order Thinking Skills

The Effectiveness of Case Method Learning in View of Students' Critical Thinking Ability

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