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All Journal Pendidikan Tata Niaga Jurnal Konseling dan Pendidikan Journal of Governance and Public Policy Syntax Literate: Jurnal Ilmiah Indonesia Martabe : Jurnal Pengabdian Kepada Masyarakat JISIP: Jurnal Ilmu Sosial dan Pendidikan Manajemen Agribisnis: Jurnal Agribisnis JURNAL SeMaRaK Jamak; jurnal administrasi manajemen dan kepemimpinan Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) JIHAD : Jurnal Ilmu Hukum dan Administrasi Jurnal Kesehatan Tambusai International Journal of Multidisciplinary Research and Literature (IJOMRAL) Indo-Fintech Intellectuals: Journal of Economics and Business Conference Proceedings International Conference on Education Innovation and Social Science Economic Education Analysis Journal Jurnal Teknologi Rekayasa Informasi dan Komputer
Sigit Wahyudi, Sigit
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Journal : Economic Education Analysis Journal

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From Memorizing to Meaning-Making: Transforming Introductory Economics through Case-Based and Problem-Based Learning in Indonesian Teacher Education Wahyudi, Sigit; Sa'adah, Silky Roudhotus; Totalia , Salman Alfarisy
Economic Education Analysis Journal Vol. 15 No. 1 (2026): Economic Education Analysis Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eeaj.v15i1.40927

Abstract

This study addresses persistent problems of limited conceptual understanding and low learning engagement in introductory economics by examining the implementation of an integrated Case-Based Learning and Problem-Based Learning (CBL–PBL) approach within an Economic Education program at Universitas Sebelas Maret, Indonesia. Grounded in constructivist and student-centered learning theory, the research evaluates whether this pedagogy improves students’ mastery of economic concepts, learning engagement, academic performance, and lecturers’ pedagogical effectiveness. A classroom-based design-based action research design was employed involving forty-eight first-semester students across two iterative instructional cycles using authentic economic cases, collaborative inquiry, and facilitator-guided reflection. Data were collected through validated pre- and post-tests, structured observations, and lecturer performance rubrics, and analyzed using descriptive statistics, normalized gain, and effect size measures. Findings indicate substantial improvements in conceptual mastery, rising from negligible baseline levels to more than three-quarters of students achieving proficiency, accompanied by significant growth in engagement and instructional facilitation quality. The results suggest that CBL–PBL supports deep conceptual restructuring rather than surface-level achievement. The study contributes theoretically by reinforcing constructivist problem-oriented pedagogy and practically by offering an evidence-based instructional model for higher education in Global South contexts.
Co-Authors Abdul Rahman Abdurahman Abdurrahman Abu Talkah Agus Yohanan Aisam, Aisam Amrullah, Andi Andhini, Shanti Yuka Arif Saefudin Attariq, Attariq Bambang Wasito Adi, Bambang Didik Supriyanto, Didik Eka Setyowati Hafida, Nur Hapsari, Maulani Mega Indiati Indiati, Indiati Irfany Rupiwardani istiqomah istiqomah Juniati, Lita Kasidi, David Khannanah, Sulafah Fathin Merina, Bresca Muhaimin Murliasari, Rikha Mursyidah Mursyidah Pane, Armin Pattiran, Muhamad Perdana, Muhammad Rizki Sa'adah, Silky Roudhotus Sany, Teny Karunia Suljatmiko, Suljatmiko Sunarto . Supriyono Supriyono Totalia , Salman Alfarisy Vanchapo, Antonius Rino Wiliana, Andris Wonggor, Septinus Yusup, Aldian