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Economic Education Analysis Journal
Published by Universitas Negeri Semarang
ISSN : 22526544     EISSN : 2502356X     DOI : https://doi.org/10.15294
Core Subject : Economy,
Economics, Econometrics & Finance
Economic Education Analysis Journal offers original articles on economics education. In its pages, leading scholars evaluate innovations in teaching techniques, materials, and programs. Instructors of introductory through graduate level economics education will find the journal an indispensable resource for content and pedagogy in a variety of media.
Arjuna Subject : Ilmu Ekonomi, Ekonometrika dan Keuangan (semua kategori) - Ilmu Ekomomi dan Ekonometrika
Articles 70 Documents
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Reframing Conceptual Mastery in Financial Education: Digital STAD and Cognitive Engagement Dharmayasa, Putu Arya; Fallas, García
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.v15i1.40157

Abstract

Despite the expanding adoption of active and technology-mediated learning in economics education, robust empirical evidence on how digitally supported cooperative designs enhance conceptual mastery remains limited, particularly in teacher-education settings. This study investigates the pedagogical and cognitive effects of integrating the Student Teams Achievement Division (STAD) model with digital media on students’ understanding of money and financial institutions. Using a classroom-based quasi-experimental approach across iterative instructional cycles, data were obtained from structured observations of cognitive engagement and standardized assessments administered to undergraduate economics education students. The results indicate consistent gains in active learning participation and conceptual comprehension, reflected in progressively higher post-intervention scores. These findings suggest that digitally mediated cooperative learning can strengthen engagement and promote deeper conceptual processing. However, the study is constrained by its single-institution context, modest sample size, and quasi-experimental design, which limit causal generalization. The study extends cooperative learning into digital pedagogical environments and offers cautious implications for redesigning concept-focused instruction in higher education economics.
Inquiry-Based Learning in Cooperative Economics: Examining Cognitive and Affective Learning Responses FH, Yuliana; Seyoum, Shewa
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.v15i1.40158

Abstract

This study examines how Inquiry-Based Learning (IBL) shapes student learning responses within undergraduate economics teacher education, specifically in cooperative economics courses. Drawing on constructivist learning theory and active learning literature, the study explores cognitive, affective, and behavioral dimensions of student responses to IBL implementation. Adopting a mixed-method descriptive design, qualitative data were obtained through classroom observations, semi-structured interviews, and document analysis involving 32 students in the Economics Education Study Program at Universitas Sriwijaya. Quantitative support was derived from a structured observational rubric measuring participation, inquiry engagement, and learning autonomy, generating an overall responsiveness score of 85.51%. The findings indicate consistently positive student responses, reflected in stronger engagement, deeper conceptual comprehension, and enhanced self-directed learning. By evidencing how inquiry-oriented pedagogy fosters meaningful learning beyond transmissive instruction, this study contributes to the expanding discourse on student-centered approaches in economics education. The results provide pedagogical implications for strengthening critical and reflective engagement in cooperative economics within emerging higher education contexts, particularly in preparing future economics teachers.
How Scientific Learning Shapes Creativity and Academic Achievement in Secondary Economic Education Rahmawati, Rahmawati; Taher, Sajida
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.v15i1.40256

Abstract

This study examines how a scientific learning approach enhances student creativity and academic achievement in economic education within the Economic Education Program at Universitas Lampung. Moving beyond conventional outcome-focused classroom action research, it employs a reflective cyclical design across three instructional cycles to capture pedagogical transformation through planning, enactment, observation, and critical reflection. Data from learning engagement, academic performance, and student creative outputs reveal a consistent improvement in conceptual mastery, participation, and product originality. The findings demonstrate that structured inquiry and iterative feedback—rather than mere procedural repetition—function as key mechanisms enabling active knowledge construction and higher-order thinking. The study’s novelty lies in conceptualizing scientific learning as an adaptive-reflective pedagogical system and providing context-sensitive evidence from economic education in the Global South, a setting underrepresented in prior research. Practically, the results suggest integrating inquiry-based cycles, reflective assessment, and creativity-oriented tasks into curriculum design, while strengthening teacher education through training in adaptive pedagogy, feedback literacy, and reflective instructional practice to improve learning quality and student creative capacity.
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.
Reframing Undergraduate Economics Education through an Integrated Active and Engaging Learning Model: A Classroom Action Research Study Perwita, Dyah; Widuri, Retno; Knollová, Hana
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.v15i1.40928

Abstract

This study examines the implementation and effects of the Integrated Active and Engaging Learning Model (IAELM) in undergraduate economics education at a public university in Indonesia, addressing a critical gap where prior studies document active learning benefits but rarely explain how iterative pedagogical refinement improves achievement in lecture-dominated contexts. Using a Classroom Action Research design, the study involved 42 students across three action cycles over one semester, integrating quantitative and qualitative evidence from formative tests, structured observations, and reflective journals. Results show a systematic shift from passive to participatory learning, with mean achievement rising from 62.4 to 81.7, mastery attainment increasing from 38% to 85%, and observable engagement and interaction strengthening across cycles. Performance gains accelerated after instructional stabilization and learner adaptation, suggesting cumulative rather than immediate effects of student-centered learning. The study demonstrates that structured active-engaging pedagogy can measurably improve learning outcomes and participation in economics education, offering a practical model for lecturers seeking to redesign classroom practice while contributing to a clearer process-based understanding of instructional improvement in higher education contexts.
The Impact of the Entrepreneurial Education Ecosystem, Self-Efficacy, and Outcome Expectations on Entrepreneurial Career Interest Among Students Akmala, Amalika; Setiaji, Khasan
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.v15i1.28374

Abstract

Entrepreneurial career intention among university students in developing economies remains relatively low, while prior research has predominantly emphasized individual determinants and insufficiently integrated the comprehensive role of the entrepreneurship education ecosystem. This study aims to examine the effect of the entrepreneurship education ecosystem on students’ entrepreneurial career intention through the mediating roles of self-efficacy and outcome expectations. A quantitative survey design was employed involving 314 undergraduate students from the Faculty of Economics and Business, Universitas Negeri Semarang, selected using proportional random sampling. Data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings reveal that the entrepreneurship education ecosystem has a positive effect on both self-efficacy and outcome expectations. Furthermore, self-efficacy and outcome expectations significantly and positively influence entrepreneurial career intention. The entrepreneurship education ecosystem also demonstrates an indirect effect on entrepreneurial career intention through these two mediating variables. This study highlights the critical role of strengthening the entrepreneurship education ecosystem as a mechanism for shaping students’ confidence and perceived benefits, thereby fostering stronger entrepreneurial career orientation.
The Impact of Academic Support, Parental Support, and Peer Support on the Entrepreneurial Interest of Students with Special Needs at SLB Negeri Semarang Agustina, Lusia Ira; Sehabuddin, Ahmad
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.v15i1.28673

Abstract

This study investigates how academic support, parental support, and peer support influence entrepreneurial interest among students with special needs at the senior secondary special education level (SMALB) in Indonesia. Grounded in Ecological Systems Theory, the study addresses a notable gap in entrepreneurship research, which has largely overlooked the entrepreneurial development of students with special needs, particularly within supportive social and educational ecosystems. A quantitative approach was employed using a population of 136 students and a sample of 101 respondents. Data were collected through structured questionnaires and analyzed using descriptive statistics and multiple linear regression. The findings reveal that academic support has a significant positive effect on entrepreneurial interest (10.43%), followed by parental support (5.29%), while peer support shows no significant influence. These results highlight the central role of proximal institutional and family environments in fostering entrepreneurial orientation among students with special needs, whereas peer interaction appears less directly connected to entrepreneurial motivation in this context. The study contributes to the entrepreneurship and special education literature by emphasizing the ecological nature of entrepreneurial interest formation and the importance of inclusive educational and family-based empowerment strategies to support entrepreneurial pathways for students with special needs.
Mapping Adaptive Learning Research and Its Contribution to SDG 4 Rosyidah, Salsabila Dwi; Wulandari, Wida; Pamungkas, Heni Purwa
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.v15i1.34303

Abstract

This study conducts a decade-long bibliometric analysis to critically map the intellectual structure, thematic evolution, and collaboration patterns within adaptive learning research. The study addresses a key gap in prior literature, where existing reviews remain predominantly narrative and fragmented, limiting systematic understanding of how adaptive learning has evolved conceptually and methodologically. Using the Scopus database, 14,009 records were initially identified, of which 141 articles met rigorous inclusion criteria. Bibliometric analysis was performed using Bibliometrix and Biblioshiny, incorporating co-authorship analysis, co-citation mapping, keyword co-occurrence, and thematic evolution techniques to ensure analytical depth and methodological robustness. The findings reveal three dominant knowledge clusters: technology-driven personalization, data-informed learning optimization, and pedagogical integration of adaptive systems. Influential authors, leading journals, and emerging research fronts highlight a shift from system development toward learning effectiveness and equity-oriented implementation. Collaboration networks indicate increasing internationalization but uneven scholarly connectivity across regions. This study contributes by providing a consolidated intellectual map, identifying emerging trajectories, and clarifying theoretical and methodological directions for future research. The findings offer practical implications for designing evidence-based adaptive learning strategies and inform policy and research agendas in data-driven education.
Development of a Model for the Intention to Purchase Environmentally Friendly Products Through Green Brand Image Mediation: A Case Study of Generation Z in Indonesia Khoiriani, Annida; Triwinarso, Arif
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.v15i1.35802

Abstract

This study investigates the influence of green advertising and green product innovation on green brand image and their impact on green purchase intention among Generation Z consumers in Indonesia. Grounded in the Theory of Planned Behavior, the study extends green consumption research by positioning green brand image as a mediating mechanism that connects sustainability-oriented marketing strategies with consumers’ pro-environmental behavioural intentions. Prior TPB-based studies largely emphasize attitudinal and normative determinants, while limited attention has been given to marketing-driven signals, such as green advertising and product innovation in shaping behavioural intention through brand perception, particularly among Generation Z in emerging economies. Using a survey of 250 Generation Z respondents analysed with Structural Equation Modelling, the results show that green advertising and green product innovation significantly strengthen green brand image, which subsequently increases green purchase intention. Green brand image also partially mediates these relationships. The findings refine TPB-based green consumption models by highlighting the strategic role of brand perception in translating sustainability marketing efforts into green purchasing behaviour and provide implications for firms in designing credible green communication and innovation strategies.
Implementation of the Coaching Clinic Method for Phase F Vocational School Students Majoring in Accounting to Improve Industry Competence Sohidin, Sohidin; Muchsini, Binti; Ivad, Elvia; Siswandari, Siswandari; Susanti, Asri Diah
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.v15i1.36175

Abstract

Industrial competence remains a persistent challenge in vocational accounting education, particularly in Phase F where alignment between school-based learning and workplace expectations is often weak. Prior studies have largely emphasized technical instruction, offering limited empirical evidence on coaching-oriented pedagogies grounded in experiential and competency-based learning. Addressing this gap, this study investigates the effect of the Coaching Clinic method a practice-oriented, feedback-intensive learning approach informed by experiential learning and workplace learning theory on students’ industrial competence, conceptualized as the integration of technical accounting proficiency, problem-solving ability, professional communication, and work discipline. A quasi-experimental Non-Equivalent Control Group Design was employed involving two Grade 11 accounting classes at a public vocational school in Indonesia (N=approximately two intact classes). Comparative analysis using N-Gain and independent t-tests indicates that the experimental group demonstrated substantially greater competence development than the control group, suggesting meaningful pedagogical impact beyond statistical significance. However, findings should be interpreted within the contextual limits of a single institutional setting. This study contributes empirical evidence on coaching-based vocational pedagogy and highlights the Coaching Clinic method as a structured bridge between classroom instruction and industry-oriented competence formation, offering implications for strengthening practice-based vocational curriculum and school–industry learning integration.

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