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All Journal Journal of Educational Experts (JEE) Jurnal Pendidikan Ilmu Sosial
Noviana Mariatul Ulfa
Universitas PGRI Argopuro (UNIPAR) Jember
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Problem-Based Learning for Fostering Learning Independence in Economics Education Faisal Bustami Arifin; Shendy Andrie Wijaya; Noviana Mariatul Ulfa
PENDIS (Jurnal Pendidikan Ilmu Sosial) Vol. 5 No. 1 (2026): Maret
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pendis.v5i2.740

Abstract

This study aims to examine the implementation of Problem-Based Learning (PBL) in Economics learning and its contribution to the development of students’ learning independence at SMK Raudlatul Ulum Ledokombo Jember. Previous studies have predominantly focused on learning outcomes, critical thinking, and student engagement, while limited attention has been given to how PBL fosters learning independence within vocational and pesantren-based educational settings. This study contributes a contextual understanding of learning independence through four interconnected dimensions: learning initiative, self-confidence, learning responsibility, and self-regulated learning. This study employed a qualitative descriptive approach with a field research design. Data were collected through classroom observations, semi-structured interviews, and documentation involving one Economics teacher and twelve students who actively participated in PBL-based learning activities. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing to identify patterns related to instructional practices and students’ learning behaviors. The findings reveal that PBL was implemented through contextual economic problem orientation, collaborative investigation, group discussion, presentation, and reflection activities. The model transformed learning into a more student-centered process and strengthened students’ learning independence. Four key indicators emerged: increased initiative in information seeking, improved self-confidence in expressing ideas, stronger responsibility toward academic tasks, and enhanced ability to regulate learning strategies. Both teachers and students perceived PBL positively because it promoted active participation, meaningful learning experiences, and stronger connections between economic concepts and real-life situations.
The IMPLEMENTING THE ARCS MOTIVATIONAL MODEL IN ECONOMICS EDUCATION: A CASE STUDY OF STUDENT ENGAGEMENT IN AN INDONESIAN ISLAMIC SECONDARY SCHOOL Nuril Mashuda; Noviana Mariatul Ulfa; Neviyani
Journal Of Educational Experts (JEE) Vol. 9 No. 2 (2026): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

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Abstract

This study investigates the implementation of the ARCS (Attention, Relevance, Confidence, Satisfaction) learning model in Economics instruction at MA As-Surur Silo Jember, with particular emphasis on student engagement, learning motivation, and classroom participation. The study was conducted using a qualitative case study design to explore instructional practices within the context of Islamic secondary education. Data were obtained through classroom observations, semi-structured interviews, and document analysis involving one Economics teacher and eleven students who actively participated in the learning process. The collected data were analyzed through thematic interpretation and source triangulation to ensure the credibility and depth of the findings. The findings reveal that the ARCS model contributed positively to creating a more engaging and meaningful learning environment. The attention component enhanced students’ focus by introducing contextual economic issues related to daily life, while relevance strengthened conceptual understanding through connections between learning materials and students’ real experiences. In addition, confidence encouraged students to participate more actively in discussions and express their ideas academically, whereas satisfaction promoted sustained learning motivation through positive reinforcement. Nevertheless, the implementation process was still constrained by limited instructional time, differences in students’ academic abilities, and unequal levels of self-confidence. The study concludes that the ARCS model can function as an effective contextual pedagogical approach for fostering active and student-centered Economics learning in Islamic secondary schools.
Co-Authors Faisal Bustami Arifin Neviyani Nuril Mashuda Shendy Andrie Wijaya