Efforts to Improve Student Learning Activities with Case-Based Learning (CBL) Approach in Introductory Microeconomics Course

Abstract

Case based learning (CBL) provides opportunities to expand knowledge and develop skills through problem solving and investigation. At CBL students can practice decision making based on real-life problems. This study aims to see the ability of students through the use of case-based learning models in improving students' abilities to analyze demand supply problems in an introduction to microeconomics. Using the stages of planning, CBL action, observation, and presentation of the output of the introductory microeconomics course, the respondents were all students of the A2 class introductory microeconomics course. The study concluded that by applying the case-based learning model in the Introduction to Microeconomics course, the indicators for understanding the subject matter provided a better understanding of learning to students with good categories. The application of the case-based learning model in the Introduction to Microeconomics course also improves students' critical and effective thinking. The criteria obtained by the indicators of creative and effective thinking are in the good category.