Workshop Merancang Metode Pembelajaran Berbasis Case Method dan Team Based Project

Saputra, Raja Marwan Indra; Yusnedi,; Triyono, Aris; Apriansyah, Roky; Hermanto, -; Hairudin, Abdul; Ningsih, Fitria; Corrina, Fatti; Ririen, Deci

doi:10.37859/abdimasekodiksosiora.v2i1.3510

Cited by 3 publications

(3 citation statements)

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“…(Sahertian et al, 2022) mengemukakan penerapan case method dan team-based project merupakan salah satu metode yang secara nyata mampu memberikan peluang untuk meningkatkan keterampilan mahasiswa antara lain creative skills, critical thinking skills, communication skills, dan collaboration skills. Pembelajaran case method dan team based project bertujuan untuk mampu mendorong mahasiswa untuk berpikir tingkat tinggi dan lebih memahami konten pembelajaran (Saputra et al, 2022).…”

Section: Tujuan Penerapan Case Methods Dan Teambased Projectunclassified

Analisis Penerapan Case Method dan Team Based Project Dalam Kebijakan Jurusan di Universitas Negeri Medan

Nurman

Yuniastuti

Pinem

et al. 2022

PUBLIKA

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Pembelajaran case method dan team-based merupakan salah satu Indikator Kinerja Utama (IKU) yang diterapkan oleh Kementerian Pendidikan dan Kebudayaan Republik Indonesia nomor 3/M/2021. Pembalajaran case method dan team-based adalah pembelajaran yang dibebankan kepada mahasiswa untuk meningkatkan kemampuan berpikir kritis (critical thinking) mahasiswa, memecahkan masalah, mencari solusi, dan menumbuhkan kemampuan berkomunikasi. Pembelajaran ini juga bermanfaat untuk dosen sebagai tenaga pengajar untuk meningkatkan kemampuan dan keterampilan yang lebih tinggi. Penelitian ini bertujuan untuk mengetahui tingkat ketercapaian penerapan case method dan team-based project dalam pembelajaran berdasarkan kebijakan Jurusan. Penelitian ini menggunakan merupakan penelitian pendekatan deskriptif kualitatif. Populasi dalam penelitian Populasi dalam penelitian ini adalah seluruh mahasiswa Jurusan Pendidikan Geografi angkatan 2020-2022 berjumlah 454 dan sampe penelitian sebenyak 215 mahasiswa. Pengumpulan data menggunakan kuisioner (angket) yang disebarkan kepada mahasiswa melalui google form. Hasil penelitian yaitu implementasi case method dan team-based di Jurusan Pendidikan Geografi masih belum berjalan secara maksimal, hal ini dikarenakan beberapa faktor yaitu kurangnya pemahaman mahasiswa dalam tujuan penerapan penugasan case method dan team-based, langkah-langkah penugasan case method dan team-based yang dilampirkan dalam Rencana Pembelajaran Semester (RPS) masih belum jelas, dan kurangnya partisipasi mahasiswa dalam penugasan case method dan team-based. Kebijakan Jurusan dalam penerapan case mmethod dan team-based project masih belum efektif dikarenakan mahasiswa masih belum mengetahui tujuan dan manfaat dalam penerapan case method dan team-based project.

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Section: Tujuan Penerapan Case Methods Dan Teambased Projectunclassified

Analisis Penerapan Case Method dan Team Based Project Dalam Kebijakan Jurusan di Universitas Negeri Medan

Nurman

Yuniastuti

Pinem

et al. 2022

PUBLIKA

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“…Lecturers have to be a facilitator, initiator, director, participant and motivator in team-based learning process (Syam, 2022). Team-based project learning aims to support the students' higher order thinking and more understand the teaching materials (Saputra et al, 2022). Participation of each student are very needed in team-based project learning (Rosidah & Pramulia, 2021).…”

Section: Team-based Project Learningmentioning

confidence: 99%

Team-Based Project Implementation in Public Relations Learning Through PR Campaign Video Analysis

Susanti,

Oktarina

2023

JPAP

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This study aims to analyze the implementation of the Team-Based Project Learning method in Public Relations learning for Office Administration students of the Economics Faculty at Universitas Negeri Semarang. Some difficulties faced by office administration students in developing their skills become more complicated after the pandemic due to online learning. Online learning focuses more on lecturers than students, so it has not been able to solve the difficulties in developing their public relations skills. Team-Based Project Learning is implemented because it demands the ability of the students themselves to solve problems in working as public relations, while teachers as facilitators of ideas for problems that must be solved through PR-Campaign Video. This research uses a qualitative descriptive approach. Data analysis uses Milles and Huberman with data collection, data reduction, and conclusion. The data sources used are observations, interviews, and documentation. The results of this study showed that students who usually learn passively, produce active abilities in their groups because each of the students has a role in the groups to analyze the PR-Campaign video. Each group in team-based project learning has various ways of analyzing the project and has different creativity to present the results.

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“…Follow-up activities can be carried out individually or in groups and the activities used are the teacher's assessment of the needs of students after learning. In this case, teachers can use textbooks, tables, data graphs, research reports, articles from newspapers and magazines, videos, written and other visual information as follow-up sources [13].…”

Section: Introductionmentioning

confidence: 99%

Good Practices of Case Method-Based Learning in Elementary Schools

Faisal¹,

Ananda²,

Sembiring³

et al. 2023

Proceedings of the 4th International Conference on Science Education in the Industrial Revolution 4.0, ICONSEIR 2022, November

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The purpose of this research is to describe the good practices of case methodbased learning in elementary schools. This research is a continuous classroom action research using the Collaborative Nested Action Research (C-NAR) approach. In this case, in addition to teachers continuing to make continuous improvements in learning, lecturers make continuous improvements in mentoring. Data collection techniques were carried out through conference-based observation and reflection. The instruments used in collecting data are observation sheets and reflective journals of the results of the conference. The collected data were then analyzed using a flow model qualitative data analysis technique by following the stages of data reduction, data presentation, and drawing conclusions. The results of the analysis of the effectiveness of case methodbased good learning practices in elementary schools obtained an average value of 3.52 in the Very Effective category. Based on this data, it can be concluded that learning using the case method with the C-NAR approach is effective in improving the learning processes and outcomes of students in elementary schools.

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Workshop Merancang Metode Pembelajaran Berbasis Case Method dan Team Based Project

Cited by 3 publications

References 1 publication

Analisis Penerapan Case Method dan Team Based Project Dalam Kebijakan Jurusan di Universitas Negeri Medan

Analisis Penerapan Case Method dan Team Based Project Dalam Kebijakan Jurusan di Universitas Negeri Medan

Team-Based Project Implementation in Public Relations Learning Through PR Campaign Video Analysis

Good Practices of Case Method-Based Learning in Elementary Schools

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