INNOVATIVE TEACHING STRATEGIES IN IMPROVING RESEARCH COMPETENCE OF PTS STUDENTS IN RESEARCH METHODS COURSE

Mohammad Bukhori

Abstract


Higher education is required to produce graduates with superior research competence to face challenges in the academic and professional world. This study aims to explore innovative teaching strategies in improving the research competence of private university students in the Research Methods course. The research method used is a qualitative approach with a case study design in several private universities in Indonesia. Data collection techniques included in-depth interviews with lecturers and students, classroom observations, and analysis of relevant academic documents. The data were analyzed using a thematic approach to identify the patterns and effectiveness of the teaching strategies applied. The results showed that the implementation of project-based learning strategies, flipped classroom, and the use of digital technology such as data analysis software significantly improved students' research competencies. Students showed improvement in their understanding of research methodology, data analysis skills, and skills in preparing and presenting research reports. This study involved 71 students at one of the PTS that was the subject of the research. The implications of this study emphasize the importance of adapting more interactive and technology-based teaching strategies to support students' research competencies.

Keywords


Teaching Strategy, Educational Innovation, Research Competence, Research Methods, Private Universities

Full Text:

PDF

References


Abeysekera, L., & Dawson, P. (2020). Motivation and cognitive load in flipped classroom: Addressing student learning challenges. Journal of Educational Psychology, 112(5), 894-910.

Barron, B., & Darling-Hammond, L. (2021). Powerful Learning: What We Know About Teaching for Understanding. Jossey-Bass.

Biggs, J., & Tang, C. (2021). Teaching for Quality Learning at University: What the Student Does. Open University Press.

Bishop, J. L., & Verleger, M. A. (2019). The flipped classroom: A survey of the research. IEEE Transactions on Education, 62(4), 593-608.

Braun, V., & Clarke, V. (2018). Using thematic analysis in psychology. Qualitative Research in Psychology, 15(2), 335-357.

Brew, A. (2020). Research and teaching: Changing relationships in a changing context. Studies in Higher Education, 45(8), 1471-1484.

Creswell, J. W., & Creswell, J. D. (2021). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications.

Gibbs, G., et al. (2019). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Centre for Staff and Learning Development.

Healey, M., & Jenkins, A. (2018). Developing Undergraduate Research and Inquiry. Higher Education Academy.

Hrastinski, S. (2021). What do we mean by blended learning? TechTrends, 65(5), 675-682.

Johnson, D. W., & Johnson, R. T. (2021). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 32(1), 83-97.

Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development (2nd ed.). Pearson Education.

Krajcik, J. S., & Shin, N. (2020). Project-Based Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 275-293). Cambridge University Press.

Larmer, J., Mergendoller, J. R., & Boss, S. (2021). Setting the Standard for Project-Based Learning: A Proven Approach to Rigorous Classroom Instruction. ASCD.

Lee, J., et al. (2021). Digital technology in higher education: A review of research trends. Educational Technology & Society, 24(2), 1-13.

Lo, C. K., Hew, K. F., & Chen, G. (2021). Flipped learning: Past, present, and future. Educational Research Review, 34, 100374.

Means, B., Bakia, M., & Murphy, R. (2020). Learning Online: What Research Tells Us About Whether, When and How. Routledge.

Thomas, J. W. (2020). A review of research on project-based learning. Buck Institute for Education.

Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press.

Mishra, P., & Koehler, M. J. (2019). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.

O’Flaherty, J., & Phillips, C. (2019). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 33, 85-92.

Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design and Technology. Pearson.

Salomon, G. (2020). Interaction of Media, Cognition, and Learning: An Exploration of How Symbolic Forms Cultivate Mental Skills and Affect Knowledge Acquisition. Routledge.

Scardamalia, M., & Bereiter, C. (2021). Knowledge building: Theory, pedagogy, and technology. Cambridge Handbook of the Learning Sciences, 97-115.

Siemens, G. (2020). Connectivism: A Learning Theory for the Digital Age. ElearnSpace.

Smith, B. L., & MacGregor, J. T. (2018). What is collaborative learning? In A. Goodsell (Ed.), Collaborative Learning: A Sourcebook for Higher Education (pp. 10-19). National Center on Postsecondary Teaching.

Strayer, J. F. (2019). How learning in an inverted classroom influences cooperation, innovation, and task orientation. Learning Environments Research, 15(2), 171-193.

Swan, K. (2021). Building learning communities in online courses: The importance of interaction. Education and Information Technologies, 24(3), 2897-2915.

Taber, K. S. (2020). The use of constructivist models in higher education: Enhancing student-centered learning. International Journal of Science Education, 42(5), 678-692.

Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2019). What forty years of research says about the impact of technology on learning. Review of Educational Research, 81(1), 4-28.

Tondeur, J., et al. (2021). Preparing pre-service teachers to integrate technology into their classrooms: A systematic review of technology integration programs. Computers & Education, 166, 104193.

Vygotsky, L. S. (2018). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Weller, M. (2020). The Digital Scholar: How Technology is Transforming Scholarly Practice. Bloomsbury Academic.

Wenger, E. (2020). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

West, R. E., et al. (2021). Student perceptions of flipped learning: The role of motivation and engagement. Journal of Educational Computing Research, 59(3), 511-534.

Windschitl, M., & Stroupe, D. (2019). The role of teacher-led inquiry in the development of pedagogical knowledge. Journal of Teacher Education, 70(2), 136-149.

Zydney, J. M., et al. (2020). Promoting critical thinking through inquiry-based learning in online environments. Journal of Distance Education, 35(2), 79-102.

Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2018). Instructional video in e-learning: Assessing the impact on learning effectiveness. Journal of Educational Technology & Society, 21(2), 86-97.

Anderson, T., & Shattuck, J. (2019). Design-based research: A decade of progress. Educational Researcher, 41(1), 16-25.

Hattie, J. (2020). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Kirschner, P. A., Sweller, J., & Clark, R. E. (2019). Why minimal guidance during instruction does not work. Educational Psychologist, 41(2), 75-86.

Merrill, M. D. (2021). First principles of instruction: A problem-based approach. Educational Technology Research and Development, 60(5), 821-834.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2021). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1-12.

Laurillard, D. (2020). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge.

Garrison, D. R., & Vaughan, N. D. (2018). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.

Schunk, D. H., & DiBenedetto, M. K. (2021). Motivation and social-emotional learning: Theory, research, and practice. Contemporary Educational Psychology, 64, 101947.




DOI: https://doi.org/10.18860/abj.v9i1.26907

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Mohammad Bukhori

License URL: https://creativecommons.org/licenses/by-sa/4.0/

...............................................................................................................................................................

Mailing Address:

Ruang Jurnal Abjadia, Fakultas Ilmu Tarbiyah dan Keguruan (FITK)
Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang
Jalan Gajayana 50 Malang 65144, Jawa Timur, Indonesia

Phone/Faximile: (+62341) 552398, Phonsel: +6281333666063
Website: http://ejournal.uin-malang.ac.id/index.php/abjadia
Email: abjadia@uin-malang.com

...............................................................................................................................................................

Abjadia: International Journal of Education. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

...............................................................................................................................................................

Indexed by: