Scientific Approach with Problem Posing Integrated in Introductory Microeconomics Theory, whether Work?

Abstract

This study aims to improve student learning outcomes in the introductory microeconomics theory subject. This research is included in classroom action research with three cycles. The model is use a scientific approach integrated with problem posing and was conducted on business education student Class A Universitas Negeri Surabaya. This learning model required the students to create a problem. When the students create a problem, they also think about the answer. This stage will make the students thinking twice . The students understanding will increase and have positive impact on improving student learning outcomes by those activity. This paper provides a new view to collaborate between a scientific approach integrated with problem posing to improve student learning outcomes.