Active Learning Teaching and Learning Model of Entrepreneurship Subject at English Education Program of Indonesia University of Education

Amir Amir(1), Deddy Suryana(2),

DOI: https://doi.org/10.15294/lik.v47i1.12409


(1) Indonesia University of Education
(2) Indonesia University of Education

Abstract

The awareness to build the relevance between learning methods, modern world development, and characteristics of students are the starting point of this study. World development can directly change the characteristics of students. Due to the facts, educators are required to have an understanding of postmodern education characteristics. The characteristics of postmodern education is student-centred. It can be realized through the implementation of Active Learning (AL) method. This study aims to portray the implementation of AL method in Entrepreneurship subject at English Education program of UPI. The exploration is focused on 3 things: the implementation of AL method, its impact, and student's responses to the use of this learning method. In this study. Qualitative descriptive research design was used as the research method. The subjects of this study are 1 lecturer of the related subject and 51 students of English Education program of 2016/2017 academic year. Based on the analysis, this study came up with 3 conclusions. The first is that AL method implementation is reflected in some efforts created by the lecturer, the assessment, and the AL characteristics. The second is that AL method has a positive impact on students' ability. The third is that students gave positive responses.

Keywords

Active Learning, Student-centred, Learning Methods, Entrepreneurship

Full Text:

PDF

References

Ball, S. B., & Eckel, C. C. (2004). Using Technology to Facilitate Active Learning in Economics Through Experiments. Social Science Computer Review, 22(4), 469-478.

Bergh, L. V., Ros, A., & Beijaard, D. (2014). Improving Teacher Feedback During Active Learning: Effects of a Professional Development Program. American Educational Research Journal , 51(4), 772–809.

Bridges, K. R., Harnish, R. J., & Sillman, D. (2012). Teaching Undergraduate Positive Psychology: an active learning approach using student blogs. Psychology Learning and Teaching, 11(2), 228-237.

Gunawan, D., Utanto, Y., & Maretta, Y. A. (2017). An analysis on indonesian teachers’ reasoning in resolving moral dilemmas. Man In India, 97(2), 829-841.

Karafantis, D. M., & Lapadula, M. (2011). Incorporating Active Learning Techniques in an Introduction to Psychology Course. Psychology Learning and Teaching, 10(1), 31-39.

LaCosse, J., Ainsworth, S. E., Shepherd, M. A., Ent, M., Klein, K. M., L., H.-C., . . . Licht, B. (2017). An Active-Learning Approach to Fostering Understanding of Research Methods in Large Classes. Teaching of Psychology, 44(2), 117-123.

Lewis, J. S., & Harrison, M. A. (2012 ). Online Delivery as a Course Adjunct Promotes Active Learning and Student Success. Teaching of Psychology , 39(1), 72-76.

McDermott, H. J., & Dovey, T. M. (2013). Strategy to Promote Active Learning of an Advanced Research Method. Psychology Learning and Teaching, 12(1), 92-95.

Michael, J. A., & Modell, H. I. (2003). Active Learning in Secondary and College Science Classrooms: A Working Model for Helping the Learner to Learn. London: LAwrence Erlbaum Associates Publishers.

Parmin, Sajidan, Ashadi, Sutikno, & Maretta, Y. A. (2016). Preparing Prospective Teachers in Integrating Science and Local Wisdom through Practicing Open Inquiry. Journal of Turkish Science Education, 13(2), 3-14.

Pedersen, D. E. (2010). Active and Collaborative Learning in an Undergraduate Sociological Theory Course. Teaching Sociology , 38(3), 97–206.

Roman, A.-F. (2014). Methods of designing integrated learning. Journal Plus Education, 11(2), 31-36.

Santrock, J. (2008). Adolescence (12th ed.). McGraw-Hill Higher Education.

Silverman, D. (2005). Doing qualitative research a practical handbook (2nd Edition ed.). London: Sage Publications.

Somantri, A., & Muhidin, S. A. (2011). Aplikasi statistika dalam penelitian. Bandung: Pustaka Setia.

Sukmadinata, N. S. (2012). Metode penelitian memberikan deskripsi, eksprorasi, prediksi, inovasi, dan juga dasar-dasar teoretis bagi pengembangan pendidikan. Bandung: PT. Remaja Rosdakarya.Windschitl, M. (2004). What types of knowledge do teachers use to engage learners in doing science. Seattle: the National Academy of Sciences.

Utanto, Y., Sukirman, S. & Maretta, Y. A. (2017). Surviving in The Limitations: Education Implementation Patterns in Coast al Communities. Man in India, 97(10), 163-175.

Utanto, Y., Widhanarto, G. P., & Maretta, Y. A. (2017, March). A web-based portfolio model as the students’ final assignment: Dealing with the development of higher education trend. In AIP Conference Proceedings (Vol. 1818, No. 1, p. 020063). AIP Publishing.

Windschitl, M. (2004). What types of knowledge do teachers use to engage learners in “doing science. Seattle: the National Academy of Science.

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2018 Amir Amir, Deddy Suryana

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.