Implementation of Team-Based Projects and Case Method in Blended Learning at University of Jember: An Empirical Study

Abstract

Case methods and Team-Based Projects are essential pedagogical approaches that should be implemented in university lectures, including at Universitas Jember. This aligns with the Ministry of Education and Culture Decree of 2020, which outlines Key Performance Indicator (KPI) 7. As such, assessing the implementation of these methods at Universitas Jember is crucial. This study adopts a mixed-methods design, involving 352 lecturers as participants. The research instruments, including surveys and observation sheets, were validated by expert reviewers. Data analysis integrates both quantitative and qualitative approaches. Key findings include: (1) The dominant lecture mode at Universitas Jember combines online and offline teaching, reflecting current trends. (2) Lecturers employ an integrated approach, combining case methods and team-based projects. (3) Online learning is used to optimize real-world problem-solving, the lecturer’s role, the assessment system, and the formulation of Course Program Learning Outcomes (CPLO). In contrast, the combination of online and offline modes enhances student engagement, facilitates the use of study groups, ensures the quality and quantity of tangible outputs, and effectively manages assignment deadlines.