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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL FOSTER: Journal of English Language Teaching Journal of Indonesian Scholars for Social Research Journal of Educational Sciences Room of Civil Society Development Jurnal Pengabdian Sosial Jurnal Edukasi Saintifik Room of Civil Social Development Jurnal Pedagogi dan Inovasi Pendidikan International Journal of Teaching and Learning (INJOTEL) EDULEC
Afif Zuhdy Idham
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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SHARPENING CRITICAL ECONOMIC THINKING: INVESTIGATING THE IMPACT OF CASE-BASED LEARNING IN HIGHER EDUCATION Imran, Ahmad Fadhil; Idham, Afif Zuhdy; Muhammad Yamin; Anto, Muhammad Ansar; Septiannisa Paramita
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.6255

Abstract

Critical thinking in economics constitutes an essential competence for undergraduates to engage with the complexities of contemporary economic dynamics. Yet, conventional lecturer-centred approaches often constrain students from attaining such skills, particularly their capacity to connect theoretical constructs with real-world socio-economic challenges. This study seeks to reposition economics pedagogy by examining the impact of Case-Based Learning (CBL) on the development of critical economic thinking (CET). Employing a quasi-experimental design with non-equivalent control groups, the research involved 70 undergraduates in economics education at State University of Makassar, divided into experimental (CBL) and control (conventional) cohorts. Pre- and post-test assessments were administered using case-based instruments, and the data were subjected to validity and reliability checks, normality and homogeneity tests, and independent samples t-tests. The findings indicate that students exposed to CBL significantly outperformed their peers taught through traditional methods, particularly in applying theoretical concepts to authentic cases, engaging in evidence-based reasoning, and articulating the ethical and distributive implications of economic decisions. The study concludes that systematically embedding CBL into the economics curriculum is imperative for preparing graduates capable of navigating the complexities of contemporary economic realities.
HARNESSING CLASSICAL MUSIC TO IMPROVE READING COMPREHENSION: AN EMPIRICAL STUDY ON HIGHER EDUCATION STUDENTS Afif Zuhdy Idham; Fibri Indira Lisanty AD
International Journal of Teaching and Learning Vol. 4 No. 1 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20501356

Abstract

Advanced reading comprehension is a critical competency required for university students to achieve academic success; however, many undergraduates experience cognitive overload and anxiety when interacting with dense academic texts. This study empirically investigates the efficacy of utilizing a classical music background as an environmental intervention to improve reading comprehension among higher education students. Employing a quantitative approach with a quasi-experimental pre-test and post-test design, this study involved 70 undergraduate students who were equally distributed into an experimental group (n = 35), exposed to low-intensity non-lyrical classical music (60–80 bpm) during reading tasks, and a control group (n = 35), situated in a traditional silent classroom. Data were gathered through standardized academic reading tests and analyzed using descriptive and inferential statistics via SPSS. The descriptive results revealed that while both cohorts shared a homogenous baseline in the pre-test, the experimental group achieved a substantial post-test mean score increase (M = 82.10, Gain = +16.70) compared to the modest progress of the control group (M = 71.30, Gain = +6.50). Furthermore, the Independent Samples t-test confirmed a statistically significant difference in post-test performance between the two groups, t(68) = 4.21, p < .001. Grounded in the Arousal-Conjecture and Cognitive Load theories, these findings demonstrate that a structured acoustic environment successfully mitigates mental fatigue and optimizes working memory capacity. This study concludes that harnessing classical music is a viable, evidence-based pedagogical strategy to foster advanced literacy in modern tertiary education.
Co-Authors Abd. Rajab Abd. Rajab Abd. Rajab Ade Chandra Ahmad Fadhil Imran Ahmad Fadhil Imran Ahmad Fathir Imran Anto, Muhammad Ansar Awalia Aziz Awalia Aziz Dwi Rezki Hardianto Putra Rustan Fibri Indira Lisanty AD Fiptar Abdi Alam Hafid Sumarwadji Hamzah, Arfah Imran, Ahmad Fathir Muhammad Yamin Muhris , Irwan Setiawan Mulyarti, Mulyarti Nurliah Nurliah Septiannisa Paramita Taufik Taufik Usman Wahyuddin Rauf Wahyuddin Rauf Yuriatson, Yuriatson