Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Evaristus Silitubun
STPK ST. Yohanes Rasul Jayapura
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Effectiveness of Case-Based Learning to Improve the Collaboration and Communication Skills of Early Childhood Education Students Evaristus Silitubun; Latifatul Isro’iyah; Emma Martina Pakpahan; Nur Hidayati; Tongam E Panggabean; Tomi Apra Santosa; Hendrik Hendrik; Ilwandri Ilwandri; Aat Ruchiat Nugraha; Diah Fatma Sjroida
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i6.6233

Abstract

This study investigates the impact of case-based learning (CBL) on enhancing collaboration and communication skills among early childhood education (ECE) students. A meta-analysis was conducted using 25 effect sizes from studies published between 2022 and 2024, involving 1,056 participants and sourced from databases such as ERIC, ScienceDirect, Google Scholar, and Wiley. The JSAP application facilitated statistical analysis. Results indicate that CBL significantly outperforms conventional learning methods in fostering collaboration and communication, evidenced by a high summary effect size of 1.013. CBL offers an interactive, student-centered approach that places students in real-life scenarios, encouraging active participation, teamwork, and problem-solving skills. Through intensive group discussions and collaborative activities, students learn to articulate ideas, respect diverse perspectives, and engage constructively in group settings. These findings underscore CBL’s potential as an effective pedagogical approach for developing essential interpersonal skills in ECE, which are critical for students' professional preparedness. Future studies should consider longitudinal impacts and cross-cultural contexts to validate these outcomes further.
Case-Based Blended Learning in Catholic Education: Enhancing Critical Thinking toward SDG 4 and SDG 10 in Eastern Indonesia Evaristus Silitubun; Mustaji Mustaji; Dewi Utari
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.268

Abstract

Objective: This study aims to examine the effectiveness of the Case Based Blended Learning (CB2L) model in improving the critical thinking skills of grade X students in Catholic Religious Education at a senior high school in Jayapura, Papua. This article reports the summative quasi-experimental phase of a broader research and development (R&D) project. Method: The study employed a quasi-experimental design using a non-equivalent control group pretest-posttest design involving 60 grade X students. The experimental class was taught using the CB2L model, while the control class received conventional instruction. The CB2L model consisted of seven learning phases: case determination, self learning, group formation, case analysis, discovery information, presentation, and evaluation. Data were collected through a case-based essay test measuring critical thinking skills and analyzed using descriptive statistics, independent samples t-test, normalized gain (N-gain), and effect size estimation. Results: The experimental group achieved a higher posttest score (M = 82.97, SD = 5.31) than the control group (M = 69.67, SD = 7.25). The difference was statistically significant, t = 8.107, p < .001, with a mean difference of 13.30 points. The experimental group also demonstrated a moderate normalized gain (N-gain = 0.421), with mean scores increasing from 58.42 to 81.37. These findings indicate that the CB2L model effectively strengthens students’ critical thinking through the integration of authentic moral cases, individual online preparation, collaborative case analysis, information discovery, presentation, and guided reflection. The novelty of this study lies in the implementation of an integrated Case Based Blended Learning model in Catholic Religious Education, combining authentic case-based learning with blended learning to foster critical thinking within a faith-based educational context. The study also provides empirical evidence from a geographically and culturally distinctive setting in Papua, demonstrating that contextual, technology-supported, and value-based learning can effectively enhance higher-order thinking skills in religious education.
Case-Based Blended Learning in Catholic Education: Enhancing Critical Thinking toward SDG 4 and SDG 10 in Eastern Indonesia Evaristus Silitubun; Mustaji Mustaji; Dewi Utari
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.268

Abstract

Objective: This study aims to examine the effectiveness of the Case Based Blended Learning (CB2L) model in improving the critical thinking skills of grade X students in Catholic Religious Education at a senior high school in Jayapura, Papua. This article reports the summative quasi-experimental phase of a broader research and development (R&D) project. Method: The study employed a quasi-experimental design using a non-equivalent control group pretest-posttest design involving 60 grade X students. The experimental class was taught using the CB2L model, while the control class received conventional instruction. The CB2L model consisted of seven learning phases: case determination, self learning, group formation, case analysis, discovery information, presentation, and evaluation. Data were collected through a case-based essay test measuring critical thinking skills and analyzed using descriptive statistics, independent samples t-test, normalized gain (N-gain), and effect size estimation. Results: The experimental group achieved a higher posttest score (M = 82.97, SD = 5.31) than the control group (M = 69.67, SD = 7.25). The difference was statistically significant, t = 8.107, p < .001, with a mean difference of 13.30 points. The experimental group also demonstrated a moderate normalized gain (N-gain = 0.421), with mean scores increasing from 58.42 to 81.37. These findings indicate that the CB2L model effectively strengthens students’ critical thinking through the integration of authentic moral cases, individual online preparation, collaborative case analysis, information discovery, presentation, and guided reflection. The novelty of this study lies in the implementation of an integrated Case Based Blended Learning model in Catholic Religious Education, combining authentic case-based learning with blended learning to foster critical thinking within a faith-based educational context. The study also provides empirical evidence from a geographically and culturally distinctive setting in Papua, demonstrating that contextual, technology-supported, and value-based learning can effectively enhance higher-order thinking skills in religious education.
Co-Authors Aat Ruchiat Nugraha Dewi Utari Diah Fatma Sjroida Hendrik Hendrik Ilwandri Ilwandri Latifatul Isro’iyah Mustaji Mustaji Nur Hidayati Pakpahan, emma martina Tomi Apra Santosa Tongam E Panggabean