Student Perception of Active Learning Group in a Problem-Based Learning Curricular Environment

Melovitz-Vasan, Cheryl; Gentile, Matthew; Huff, Susan; Vasan, Nagaswami

doi:10.1007/s40670-018-0541-6

Cited by 6 publications

(2 citation statements)

References 15 publications

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“…Active learning is a learning approach that involves students in a learning process that collaboratively emphasizes critical thinking processes and is able to solve problems [5]. The process of implementing active learning can be applied in the classroom but the active learning process can also be done outside the regular schedule of learning in the classroom.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Active Learning on Accountancy Student Learning Satisfaction through Learning Styles As Moderating Variable

Nuris

Sunaryanto

Nagari

2020

KSS

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In active learning, students engaged in several activities that can stimulate them to think and interact with the information presented, so as to create their own understanding and information through reflection. Students who are able to understand learning well will be satisfied with the learning process that occurs. Learning satisfaction can be determined by the teaching and learning process conducted by lecturers, but it can also be seen from the behavior of students in receiving learning in class. This study aims to determine the effect of active learning on student satisfaction with learning style as a moderating variable. This type of research used in quantitative explanatory research using path analysis. 73 students of accounting education courses in 2016 were examined in this study. In this study, the sample was taken by using a random sampling technique. Based on the results of the study indicate that there is a direct effect of active learning variables on student satisfaction and there is an indirect effect of active learning variables on student learning decisions through learning styles. This means that the influence of learning styles possessed by students is able to determine the amount of student learning satisfaction in class. Keywords: Active Learning, Learning Satisfaction, Learning Style

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Section: Discussionmentioning

confidence: 99%

The Effect of Active Learning on Accountancy Student Learning Satisfaction through Learning Styles As Moderating Variable

Nuris

Sunaryanto

Nagari

2020

KSS

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“…The learning atmosphere and its influence are interdependent from time to time on student learning experiences (Closs et al, 2022;Mulyadi, 2018). It is the reason why lecturers are responsible for designing interesting, critical, and innovative learning for their students to promote more meaningful learning by thinking about what and how they do it, including using conceptual and procedural knowledge to achieve learning objectives (Kragten et al, 2015;Melovitz-Vasan et al, 2018;Sriklaub & Wongwanich, 2014). Student learning activities can be assessed from their enthusiasm for attending lectures, student interaction with lecturers, student interaction with students, group collaboration, student activity in groups, and student participation in concluding learning outcomes as well as psychological motivation, peer collaboration, cognitive problem solving, interaction with instructors, community support, and learning management (Khasanah & Fitriyani, 2016;Lee et al, 2019;Zhao et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Sharing and Knowing Learning Model: Is it Effective in Increasing Student Learning Activities and Understanding?

Rohyana,

Juniar,

Blegur

2023

JPP

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Learning design should ideally support increased learning activities and student understanding, but in fact there are still various problems in its implementation, for example students lack concentration, are less active in asking questions, and are low motivated in seeking information. This study aims to analyze the improvement of the Sharing and Knowing (SHARK) learning model on student learning activities and understanding of the material "Musca Moston’s teaching style in Physical Education learning". This study used a quantitative experimental method using a post-test only control group design involving 41 participants. The research instrument uses guidelines for six learning activity behaviours to measure learning activities and five essay questions to measure student understanding levels. Assessment results data were analyzed descriptively and independent sample test using Microsoft excel and SPSS tool pack analysis. The results of the study proved that there was a significant increase in student learning activity and understanding from the SHARK learning model experimental group. Thus, the SHARK learning model is effective for lecturers to use in increasing student learning activities and understanding. The implication is that student-centered learning activities help them to be more enthusiastic, interactive, and responsible for group assignments, as well as increase students' knowledge and understanding in higher-order thinking processes.

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The problem-based learning (PBL) of biology for promoting health literacy in secondary school students

Suwono

Permana

Saefi

et al. 2021

Journal of Biological Education

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Student Perception of Active Learning Group in a Problem-Based Learning Curricular Environment

Cited by 6 publications

References 15 publications

The Effect of Active Learning on Accountancy Student Learning Satisfaction through Learning Styles As Moderating Variable

The Effect of Active Learning on Accountancy Student Learning Satisfaction through Learning Styles As Moderating Variable

Sharing and Knowing Learning Model: Is it Effective in Increasing Student Learning Activities and Understanding?

The problem-based learning (PBL) of biology for promoting health literacy in secondary school students

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