Analysis Differences in Learning Outcomes Using a Case-Based Method: Cases in Indonesia during the Pandemic

Abstract

This article provides an overview of this research whose aim is to see differences in cognitive learning outcomes using case-based learning methods obtained by students after taking Educational Economics courses from three universities that carry out inter-university student exchange programs. The method used in this research was a non-parametric difference test which was carried out on all 105 students who took part in the program. The data analysis technique to determine differences in learning outcomes used the Kruskal Wallis test with the help of SPSS 26. The research results showed that there were no differences in the learning outcomes of students from three universities who took the Economics of Education course in the inter-university student exchange program.

1. Introduction

Currently, in Indonesia, the independent learning curriculum is being implemented, both at school and university levels. At universities, the curriculum is called “freedom to learn and an independent campus” (Merdeka Belajar Kampus Merdeka—MBKM) or “Independent Campus”. Independent campus is an innovation created by the Indonesian Ministry of Education and Culture, Research and Technology in order to produce graduates who are ready to face socio-cultural and world changes, work, and rapid technological advances. This program has been launched by the Indonesian government since early 2020.

Learning on the Independent Campus provides challenges and opportunities for students to develop their creativity, capacity, personality, and needs. Apart from that, students can develop independence in seeking and discovering knowledge through the realities and dynamics of the field so that they can meet the demands of requirements in the world of work in the future, such as abilities, real problems, social interaction, collaboration, self-management, and performance demands. Targets and achievements in the workplace. Viewed from the student’s perspective, this independent curriculum provides students with freedom in choosing their learning interests and reduces academic burden, and can encourage teacher creativity. Independent curriculum is an innovation in education in Indonesia which aims to develop students’ learning potential and interest. Through the Merdeka Curriculum, students will gain benefits, namely, new experiences of diversity values (diversity of ethnicities, religions, beliefs, and languages), establishing friendships across cultures and customs, and developing soft skills (leadership, self-confidence, and social sensitivity).

One form of implementation of the Merdeka Campus is that students from any university can choose and study at another university according to their specialization, so that lecturers in one course in a particular study program can come from several universities. Freedom of learning and activities are regulated according to the learning outcomes of each study program and subject. For example, the incident happened in the Economics of Education course in the Economic Education study program at the Indonesian Education University (UPI), in the 2021 lecture year during the pandemic was attended by students from three other universities apart from students from the Indonesian Education University, namely, students from the State University of Malang (UM), Surabaya State University (UNESA) and Siliwangi University (UNSIL). Students attending lectures are divided into two class groups and treated equally.

Lectures in both classes use case-based method learning, so one of the sub-chapters of this chapter will discuss the case-based method and, at the end, the implementation of this learning method in case lectures in Indonesia. In accordance with Indonesian government regulations, universities must create collaborative and participatory learning classes, namely, by using case method learning methods, as well as team-based projects.

Apart from that, in the Indonesian national curriculum, namely, the Merdeka Curriculum, the case-based method is recommended for use in lectures, because it is seen as a method based on high-level thinking skills as a demand for twenty-first century competencies, including collaboration abilities and problem-solving abilities. This is what is unique about case research in Economics Education lectures which have the characteristics of teaching material with a high level of knowledge so that through case-based learning, it can improve students’ critical thinking abilities.

2. What and how is the case-based method

2.1 What is the case-based method?

From the title of this chapter, the focus is on learning using the case-based method which is part of the Problem-Based Learning learning model. Case-based method is a learning method that is student-oriented, encouraging students to understand concepts and theories through real-case analysis. In the case-based method, students are challenged to solve problems and make decisions based on complex situations they encounter in the real world. The case-based method is a method that focuses students on learning and can hone knowledge in solving problems and skills in arguing and finding the right solution [1].

Throughout the learning process using CBM, of course, students must participate actively by integrating many sources of information obtained related to the context being studied, and students are asked to try to solve cases based on previous experience and knowledge. Case-based learning provides students with the opportunity to analyze the content of the material context by first mastering the core knowledge domain, also encouraging students to look for other knowledge domains that may be relevant to the problem given to be analyzed in the case. Conditions like this allow students to think critically and practically as twenty-first century competencies demand [2, 3, 4].

In learning at higher education institutions in Indonesia, the criteria for case-solving learning methods have been established as follows: (a) students play the role of ‘protagonist’ in solving a case; (b) students carry out analysis through group discussions on cases to obtain recommendations as solutions; or (c) a class consisting of several students discussing actively, the lecturer is only a facilitator who directs the discussion as well as questions and case observations.

2.2 Why use case-based method?

CBM is often seen as a learning method that requires each student to actively participate in real or hypothetical problem situations. This condition is a reflection of natural experience that has been previously obtained and learned. Thus, the situations presented in CBM learning must be directly related to students’ daily experiences or their empirical experiences. The relationship between CBM learning and its use in students’ lives is similar to that found in contextual learning. It can be concluded that the cases that arise in CBM learning must contain problems related to the environment, conditions, situations, or images of the student’s future, and this motivates students to learn more because it is in direct contact with their daily life.

In this regard, Clyde Freeman [5] provides eleven basic rules for case-based learning. Tell a story, namely:

1. Telling stories (in Indonesia, it is called “mendongeng”), whose issue focus is intended to arouse students’ interest in learning.

2. The story as the focus of the issue must be within the last five years.

3. The story that appears has empathy with the central character, what this means is that there is no better way to understand a situation and gain empathy for the characters except through telling a story.

4. Relevant to the reader and must be pedagogically useful so as to provoke conflict.

5. The story is characterized by forced decisions, is general in nature, and is not too long.

The question of why you should use CBM in learning, the answer is because of the following [6]:

1. CBM provides opportunities for students to see the relevance between theory and practice. Real world life automatically exposes students to various points of view and various sources of information, so as to allow for the possibility of different perceptions. In this way, students can see that a decision can have different impacts on different participants, both positive and negative.

2. Students are required to analyze data to reach a conclusion. Many assignments are open-ended, so students also practice choosing analytical techniques according to their interests and abilities. Experiences from case-based learning have concluded that students become more engaged, interested, and engaged in class.

3. Case-based learning can develop analytical, communicative, and collaborative skills as well as content knowledge. Discussion is a central activity in finding solutions and making decisions. Students sort factual data, apply analytical tools, articulate problems, and reflect on their relevant experiences, as well as draw conclusions that they can relate to new situations. The benefit that students gain is that they gain substantive knowledge that can develop their analytical, collaborative, and communication skills.

Many universities also use case-based learning in their curriculum, which not only teaches content but also helps students relate data in real life, while also providing opportunities for students to put themselves in a position to make decisions.

In learning in the field of social sciences, the use of case-based methods is very relevant, so that several studies show a positive correlation between the use of case-based methods and learning effectiveness as is the case in the Economics Education course in the UPI Economics Education study program. In order to achieve the objectives of Educational Economics courses, you can use methods that train students’ higher level thinking, namely, the case-based method as well as the use of project-based learning methods. This was done by students taking Educational Economics courses from three universities that were carrying out student exchange activities in the independent learning program.

Haitao Dong et al. [7] applied case-based learning to medical education which has the characteristics of practical courses that allow many different cases to be solved in different ways. In line with that proposed by Yu and Hong [8], the application of case-based learning methods in lectures and group discussions is more effective in increasing student creativity and can improve learning outcomes. Case-based learning is an effective and interesting learning method. According to Goyal’s research [9], there is a significant influence between case-based learning methods on motivation and learning outcomes.

In the last few years, since the implementation of the independent curriculum, the case-based method (CBM) in Indonesia seems to have become mandatory for educators to use in their learning. This refers to one of the university’s Main Performance Indicators, namely, that every university is required to use case-solving learning methods. This condition places teachers as an important element in supporting the quality of education in Indonesia.

However, the truth is that the use of CBM in classroom learning is not for reasons that are required by the government, but with rational reasons that CBM can minimize the gap between theory and practice and is able to provide complex and contextual learning experiences. Therefore, in practice in CBM, case analysis is used as discussion material that helps students connect phenomena that occur and are discussed based on observations from the student’s perspective. Students do not just memorize content, but what is more important is being able to know the relationship between the material being taught and real-world situations.

2.3 Characteristics and benefits of case based method

By using CBM in classroom learning practices, it is hoped that it can improve critical thinking skills and creativity in solving problems and increase student enthusiasm and motivation. Apart from that, it improves the ability to communicate ideas and work together with fellow group members so that they can achieve goals, creating a democratic atmosphere and respecting each other’s opinions, and so on [10].

In its implementation, the teacher’s role is as a facilitator, while students collaboratively analyze and solve problems and solve questions that do not have a single correct answer. CBM characteristics: for this reason, in implementing CBM, teachers pay attention to the characteristics of CBM, namely, the presence of (1) cases, (2) study questions, (3) group discussions to resolve cases, and (4) evaluation of learning outcomes [12].

1. Cases: cases are generally in narrative form, which bring real-life situations to the classroom. Together, students and teachers analyze real-life problems through discussion. The characteristics of a good case include it has a good idea, is usually controversial and something new for students, creates empathy for the central figure, there is discourse that is relevant to the reader, it has pedagogical use, and the decision is interesting and short.

2. Study questions: a list of questions is presented at the end of each case. The questions raised are to increase student understanding. In this case, students are encouraged to apply what they already know in analyzing data and proposing solutions. What students do is not just memorize facts, names, labels, formulas, definitions, and so on. Each section has its own list of questions.

3. Small group work: responses from students are then discussed in small study groups. Each student has the same opportunity to discuss cases and questions until then the results of the discussion in small groups are brought up into class discussion. Each small group discusses independently about each group’s case, so that in the end, a solution is obtained both from each small group and from class-level discussions.

4. Group discussions: group discussions always require active student involvement in learning activities. The “big idea” of the case is monitored by the teacher, and the teacher helps students to extract meaning from the idea or case. Teachers respect students and their ideas, so that students feel comfortable conveying their ideas. Teachers design discussion time effectively, encourage students to be critical of cases taken from real-life problems to be discussed and analyzed freely, and give meaning to learning activities so that they like case-based learning.

5. Follow-up activities: it is appropriate for students to know a lot about the discussion, so that it creates high motivation to continue learning and reading more. Follow-up activities can be carried out individually or in groups according to the needs determined by the teacher. Resources that students can read and study include: textbooks, articles from newspapers and magazines, tables, data graphs, research reports, videos, and other written and visual information.

The use of CBM in learning provides benefits for students, namely, that students can apply theory in real contexts and think critically in various situations, especially complex and difficult situations. Apart from that, you can choose decision-making actions, increase your self-knowledge, and compare and evaluate both your own point of view and the point of view of others [11]. These benefits include the fact that CBM can help students ‘transfer knowledge’ from the material they study and act as a bridge that reduces the gap between theory and practice [12, 13].

CBM is defined as a learning method that requires students to actively participate in real problem situations or contextual conditions, as a reflection of the type of experience experienced in the discipline they are studying [5]. CBM learning is directly related to students’ daily experiences. Conditions like this show the connection between CBM learning and its use in students’ lives. The cases that arise in CBL learning contain problems related to the environment, conditions, situations, or students’ images for the future. As stated in the previous section, a case is a story that has a message so that students can analyze and consider solutions to the story [5].

Effective CBM begins by providing students with realistic problem scenarios, which can be studied retrospectively, with the hope that students can analyze the case through group discussions to solve the problem, by examining how the case is resolved through the interaction of group members solving the case [14] Therefore, CBM is seen as complex learning that is closely related to realistic problem cases expressed in problem scenarios that are relevant to the material being studied, students collaboratively actively participate in integrating various sources of information in the context, and student experience, which will help in resolving the case at hand.

2.4 Examples of cases of using the case-based method in Indonesia

Several studies related to the effectiveness of applying case-based methods (CBM) were conducted using quasi-experiments, which is different from this research. This research was conducted only to look at the differences in learning outcomes obtained by students from several universities who had completed assignments using CBM. This research uses the Kruskal Wallis non-parametric difference test data analysis tool because the population data distribution is not normal. A saturated sample of 105 people consists of 46 students from the Economic Education Study Program, Indonesian Education University (UPI), State University of Malang (UM), and Siliwangi University (UNSIL). The Kruskall Wallis difference test has the same objective as ANOVA, namely, testing the difference between two or more means but is used on data that do not meet the criteria for data normality.

The research focuses on finding out differences in learning outcomes in Economics Education courses using case-based learning methods, between UPI, UM, and UNSIL Economics Education Study Program students. To determine these differences, a difference test was used using the Kruskal-Wallis test with the help of SPSS 26, and the results of the difference test are shown in Table 1.

Test statisticsa^, b
	Learning outcome
Kruskal-Wallis H	5.779
Df	2
Asymp. sig.	0.056

Table 1.

Different test.

^a

Kruskal-Wallis test.

^b

Grouping variable: students.

The results of the Kruskal Wallis test show that there is no difference in learning outcomes between UPI, UM, and UNSIL Economics Education students as seen in the sig. value. The value is >0.05, but if you look at the average score in Table 2, it can be seen that the average student score on test results for one UPI student is better than that of UNSIL students and UM students. However, in the results of test 2, UNSIL students compared better with both UPI students and UM students. The difference in the average learning outcomes of UPI and UNSIL students is indeed small, but when compared with UM students, especially in the results of the two tests, the difference is quite large.

University	Result 1	Result 2
Universitas Pendidikan Indonesia (UPI)	74.30	49.80
Universitas Negeri Malang (UM)	71.88	36.82
Universitas Siliwangi (UNSIL)	73.46	54.66
Average	72.88	47.09

Table 2.

Average score of each university.

The first case material that students analyzed was material about educational offerings in all provinces in Indonesia. This material has high analytical characteristics, and students are asked to determine the factors that influence educational offerings so that they can find conclusions related to educational offerings for cases that occur in Indonesia.

The second case material was analyzed on calculation material on the topic of education financing. Students are asked to calculate the amount of costs incurred for studying, with the final target of this assignment being that students obtain the average amount spent by each person in order to obtain a decent education.

It is these two case materials that have different characteristics that make the differences in the test results taken by students from the three universities.

The difference in average scores is not significant, as evidenced by the difference test which shows that there is no difference in student-learning outcomes from the three universities. The results of the different tests carried out are shown in Table 1. It can be concluded that, from the Kruskal Wallis test, it is known that there are no differences in learning outcomes between UPI students, UM students, and UNSIL students even though the average number of learning outcomes for each assignment is not the same.

The differences in test results indicate that students from the three universities have the same learning abilities, in understanding educational economics teaching material, especially material on educational offers and educational costs with the ability to analyze problem solving which is not much different. Regarding the implementation of learning activities, students from the three universities have the same learning opportunities and learning treatment. All three have the same opportunity to explore material, look for cases, and explore various sources of information, and data to support their analysis in completing problem solving tasks are obtained equally.

This situation, if seen from the aspect of initial knowledge, students from the three universities already have the same knowledge of the subjects which are a prerequisite for being able to take Educational Economics courses. In this case, it means that students have studied basic educational material, microeconomics, macroeconomics, and development economics. Several studies on the case method have concluded that learning using the case method is effectively applied to various materials and is able to influence learning outcomes both cognitively (understanding of concepts), affective, and providing wider benefits to learning, namely, being able to improve better thinking and communication skills [15, 16].

In addition, in completing problem-solving assignments and projects, students are brought to work and learn collaboratively, meaning they work together to complete the assignment. Collaborative and cooperative learning is a learning procedure in which students learn together in groups and are directed toward achieving goals collectively [17].

In a learning community consisting of students from the three universities, there is a process of mutual learning between students. The characteristics of the case-based method (CBM) require the emergence of a number of new variables, one of which is the human factor. The consequence is the complexity of CBM both seen from the scale of the problem, as well as from the cognitive, psychological, social interactions, and behavioral complexity between group members [18]. This complexity appears during the problem-solving process, which describes group cognitive processes both individually and between group members [19].

Problem-based learning is more effective contextual learning, involving confidence that students will find the answer. Answering questions is not only “how” but “why.” Allows students to “walk around the problem” and to see different perspectives. Experts admit that, in problem-based learning, it is very possible for effective learning to occur so that the goal of being able to solve problems and work on projects can be achieved [9, 20]. Several studies that have been conducted in several fields of science also confirm that problem-based learning can improve participant-learning outcomes. Students, especially higher level thinking skills [10, 12]. In terms of learning implementation, it can be seen that the results of different tests illustrate that the implementation of learning activities in case-based Educational Economics courses has gone as it should.

Learning was effective if seen from the learning results which did not show any differences even though the lecture participants came from different regions and universities, and the habits of students at the three universities were also different. So, if we look at the regional backgrounds and different universities from which they come, it is possible that there are differences in learning outcomes between students. However, the test results show that there are no differences in learning outcomes, what appears to be the effectiveness of problem-based learning.

From the explanation above, it can be seen that several factors strengthen the results of the different tests in this research, namely, that there is no difference in the learning outcomes of students from the three universities who took Educational Economics courses, including the following.

Students have the same initial abilities:

1. Students learn and work collaboratively.

2. There is a learning community that involves students from the three universities.

3. Learning has proceeded according to the Learning Plan.

4. Students have the opportunity to participate in activities.

3. Conclusion

There is no difference in learning outcomes using case-based learning methods in Educational Economics courses between UPI, UM, and UNSIL students. The three groups of students showed the same learning outcomes even though they came from different universities and came from different classes. Different materials do not make a difference in student-learning outcomes. Referring to research [20] that there is an influence of initial abilities on learning outcomes using case-based learning, the higher the level of initial abilities, the higher the learning outcomes, whereas in this study, there was no difference in learning outcomes, so students’ initial abilities were considered the same.

Supported by research results [21] that case-based learning can be supported by collaborative learning, collaborative learning between students can increase understanding and demonstrate theories that can be applied to real life. Learning activities carried out at the three universities in Educational Economics courses are carried out by involving the activity of all students who are members of study groups, so that they can assess themselves and their friends from the collaboration process of each group. The success of learning activities is supported by plans that have been prepared, both in the form of documents and learning plans that are prepared to guide the learning process well. This was done so that the learning outcomes of students from the three universities who took part in the learning had the same results. According to research [22], it is said that success in learning depends on the plan that has been prepared.

Acknowledgments

The author would like to thank students from the Economic Education Study program from the Indonesian Education University, Malang State University, and Siliwangi University for their contribution to the research we conducted. We also express our thanks to the lecturers in the Economics of Education course from the three universities. Hopefully, this collaboration will benefit everyone.

Conflict of interest

The authors declare no conflict of interest.