Learning Case and Project-based Model Methods: Challenges and Opportunities

Abstract

The 21st century is a time of great change. The rapid development of technology requires students to be able to think critically and be able to solve problems effectively, creatively, innovatively, communicatively, and collaboratively. One way to address this challenge is to change the role of lecturers from information providers to facilitators of knowledge, sharing, and problem-solving skills training for students. Therefore, this case study research aims to investigate the opportunities and challenges of implementing the Case method and Project-based learning in higher education as mandated by the Decree of the Ministry of Education and Culture concerning Key Performance Indicators (IKU) in Higher Education, which is related to the percentage of undergraduate and graduate courses D4/D3/D2 using case-based or project-based learning methods. Participants in this study were students and lecturers. Virtual observations and interviews were conducted to collect data. Data analysis is based on Riessman's theory (2008). Based on data analysis, it can be concluded that 25% of lecturers always implement the case method and project-based learning, while the remaining 75% sometimes apply it. In addition, this study reveals several opportunities and challenges in implementing case-based or project-based learning methods in higher education.