Literature Review: Hambatan dan Solusi dalam Menerapkan Model Pembelajaran Inovatif pada Mata Pelajaran Ekonomi

Haryati, Resti
Avicena, Yusuf
Armiati, Armiati
Susanti, Dessi

MASALIQ: Jurnal Pendidikan dan Sains
Vol 6 No 1 (2026): JANUARI

Economics education plays a strategic role in equipping students with critical, analytical, and contextual thinking skills so that they are able to respond to global economic dynamics. However, the teaching of economics in schools is still largely dominated by teacher-centered conventional learning models, resulting in suboptimal development of 21st-century skills. The development of 21st-century educational paradigms and the implementation of the Kurikulum Merdeka require a transformation toward innovative learning models that integrate creativity, collaboration, the use of technology, and connections with real economic phenomena. Various studies have shown that innovative learning models such as Problem Based Learning, Project Based Learning, blended learning, and gamification can enhance students’ motivation, learning outcomes, and critical and creative thinking skills, although their implementation continues to face obstacles such as limited infrastructure, low digital literacy, suboptimal teacher pedagogical readiness, time constraints, and resistance to change. This study aimed to analyze the barriers and solutions in implementing innovative learning models in Economics subjects through a literature review of empirical research and relevant studies on the implementation of innovative learning models, the challenges encountered, and strategies for overcoming them. The review findings indicate that the successful implementation of innovative learning is strongly influenced by institutional support, continuous improvement of teachers’ competencies, the effective use of learning technologies, and a flexible and contextual curriculum. In conclusion, the application of innovative learning models in Economics instruction has the potential to significantly improve the quality of learning, provided it is supported by the comprehensive readiness of the school ecosystem, with theoretical and practical implications for teachers, schools, and policymakers in developing Economics learning that is more interactive, relevant, and oriented toward 21st-century skills.