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All Journal Jurnal Pendidikan Ekonomi Undiksha Jurnal Pendidikan Administrasi Perkantoran (JPAP)
Fatih Allam Misbah
Universitas Negeri Surabaya
Economics, Econometrics & Finance Education Social Sciences Other

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Dampak Mata Kuliah Metodologi Penelitian terhadap Persepsi dan Kesiapan Penelitian Mahasiswa Pendidikan Ekonomi UNESA: Pendekatan Fenomenologi Kualitatif Fatih Allam Misbah; Albrian Fiky Prakoso; Riza Yonisa Kurniawan
Jurnal Pendidikan Ekonomi Undiksha Vol. 17 No. 3 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpe.v17i3.98512

Abstract

This study aims to explore the impact of a research methodology course on the perceptions and readiness of Economic Education students at UNESA using a qualitative phenomenological approach. The main issues addressed include students’ anxiety, confusion, and preparedness in conducting research, particularly thesis writing. Data were collected through in-depth interviews with participants who had completed the course and were undergoing thesis preparation. Results indicate that the course significantly improved students’ perceptions, transforming anxiety into confidence and motivation. Research readiness increased through structured learning, hands-on practice, intensive lecturer guidance, and peer support. Key challenges included difficulties in finding relevant journals, data processing, and time management, which were addressed through collaborative strategies and technology utilization. The course materials were deemed relevant to Economic Education research needs, though contextual adjustments to case studies were recommended. The study suggests curriculum development based on real-world cases, enhanced support facilities, and continuous mentoring to optimize student preparedness. These findings contribute to designing effective and responsive research methodology learning strategies in higher education.
INTEGRATING CONTEXTUAL TEACHING AND PROBLEM-BASED LEARNING TO ENHANCE STUDENTS’ ECONOMICS LEARNING OUTCOMES: A CLASSROOM ACTION RESEARCH Fatih Allam Misbah; Albrian Fiky Prakoso; Sucipto; M. Riadhos Solichin; Arif Syafi’ur Rochman
Jurnal Pendidikan Administrasi Perkantoran (JPAP) Vol 14 No 2 (2026): August
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpap.v14n2.p930-945

Abstract

Phenomenon/Issue: Economics learning at SMAN 13 Surabaya still faces serious challenges in the form of a dominant teacher-centered lecture method, low student engagement in the learning process, and unsatisfactory cognitive learning outcomes for 11th-grade students. On the other hand, the Independent Curriculum demands the use of more contextual, creative, and student-centered learning methods. Purpose: The purpose of this study is to improve economics learning practices and student learning outcomes through the iterative implementation of CTL integrated with PBL in a classroom action research process. Novelty: The novelty of this study lies in examining how the contextualization mechanism of CTL and the problem-driven inquiry of PBL can be integrated systematically to improve economics learning practices through classroom action cycles. Research Methods: The research applied in this study is classroom action research (CAR). CAR is a kind of study that enhances student learning outcomes in the classroom by utilizing a variety of learning development strategies. Results: The research showed that teachers were able to implement this learning model effectively. Furthermore, student activity showed a descriptive increase from the first to the second cycle. These findings indicate that the CTL model integrated with PBL could be implemented progressively to support improvements in the economics learning process across classroom action cycles. Research Contributions: The implementation of the learning model successfully increased student engagement during the learning process, received excellent responses from students, and improved their cognitive learning abilities in understanding material on monetary policy and fiscal policy
Co-Authors Albrian Fiky Prakoso Arif Syafi’ur Rochman M. Riadhos Solichin RIZA YONISA KURNIAWAN Sucipto