Research Based Learning in Indonesia’s Islamic Higher Education: A Case Study in Pragmatics Course
DOI:
https://doi.org/10.61841/4v8ana88Keywords:
RBL, Pragmatics, Autonomous Learning, Linguistics, SemanticsAbstract
This case study aimed to know the implementation of Research-Based Learning (RBL) in Pragmatics class, its benefits, and barriers the students underwent in doing the research projects. The study took place in English Department, Univeristas Islam Negeri Syarif Hidayatullah Jakarta and Universitas Islam Sultan Maulana Hasanuddin Banten in March 2018 involving 115 students taking Pragmatics course, and two teachers handling the class as the participants. It used a questionnaire and an interview to get the students’ and teachers’ perception on the implementation of RBL in Pragmatics class; and research portfolios as primary data analyzed qualitatively using relevant concepts of RBL and autonomous learning. The study revealed that RBL encouraged the students to learn the pragmatic topics curiously exploiting their higher order thinking skills. Each student eagerly did the assignments and research project with their peers collaboratively. Therefore, the study concluded that RBL enabled the students to master content courses through learning and research activities exploiting the higher thinking skills. Moreover, they enjoyed learning because they were engaged cognitively and emotionally in doing the assignments and research projects.
Downloads
References
[1] Kennedy, C. (2015). A “De-Fregean” Semantics (and Neo-Gricean Pragmatics) for Modified and Unmodified Numerals. Semantics and Pragmatics, 8(0), 10-1–44. https://doi.org/10.3765/sp.8.10.
[2] Benson, P., & Voller, P. (2014). Autonomy and Independence in Language Learning. Routledge. https://doi.org/10.4324/9781315842172.
[3] Yang, X., & Hu, Z. (2015). Application of P & RBL Model to English Literature Course: Using Teaching Framework Based on Three Key Concepts. Theory and Practice in Language Studies, 5(3), 512–517. https://doi.org/10.17507/tpls.0503.09.
[4] Camacho, M., Valcke, M., & Chiluiza, K. (2017). Research Based Learning in Higher Education: A Review of Literature. INTED2017 Proceedings, 4188–4197.
[5] Saliba, R., Mussleman, P., Fernandes, M., & Bendriss, R. (2017). Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study. International Journal of Education and Literacy Studies, 5(4), 1–15. https://doi.org/10.7575/aiac. ijels.v.5n.4p.1.
[6] Deicke, W., Gess, C., & Rueß, J. (2015). From the International Desk: Increasing Students’ Research Interests Through Research-Based Learning at Humboldt University. Council on Undergraduate Research Quarterly, 35(1), 27–34.
[7] Wenger, K. (2014). Problem-Based Learning and Information Literacy: A Natural Partnership. Pennsylvania Libraries: Research & Practice, 2(2), 142–154. https://doi.org/10.5195/palrap.2014.61.
[8] Thomas, J. A. (2014). Meaning in Interaction: An Introduction to Pragmatics. Routledge. https://doi.org/10.4324/9781315842011.
[9] Abeysekera, L., & Dawson, P. (2015). Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale and a Call for Research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336.
[10] Savery, J. R. (2015). Overview of Problem-Based Learning: Definitions and Distinctions. In Essential Readings in Problem-based Learning (p. 384). Purdue University Press.
[11] Betts, G., Kapushion, B., & Carey, R. J. (2016). The Autonomous Learner Model. In Giftedness and Talent in the 21st Century (pp. 201–220). Sense Publishers, Rotterdam. https://doi.org/10.1007/978-94-6300-503-6_12.
[12] Pai, P. S., & Chiplunkar, N. N. (2019). Research Based Curriculum to Improve the Teaching—Learning Experience of Undergraduate Students. Nitte Management Review, 11(2), 73–78. https://doi.org/10.18311/nmr/2017/20891.
[13] Olivares-Donoso, R., & González, C. (2019). Undergraduate Research or Research- Based Courses: Which Is Most Beneficial for Science Students? Research in Science Education, 49(1), 91–107. https://doi.org/10.1007/s11165-017-9616-4.
[14] Hughes, G. (2019). Developing Student Research Capability for a ‘Post-Truth’ World: Three Challenges for Integrating Research Across Taught Programs. Teaching in Higher Education, 24(3), 394–411. https://doi.org/10.1080/13562517.2018.1541173.
[15] Rattanaprom, W. (2019). Failure of Research-Based Learning Implementation in Basic Education. International Education Studies, 12(4), p19. https://doi.org/10.5539/ies. v12n4p19.
[16] Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth edition). SAGE Publications Inc.
[17] Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (Sixth edition). SAGE Publications Inc.
[18] Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts- Based, and Community-Based Participatory Research Approaches. The Guilford Press.
[19] Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (Fourth Edition). SAGE Publications Inc.
[20] Silverman, D. (2013). Doing Qualitative Research (Fourth Edition). SAGE Publications Inc.
[21] Richards, L. (2015). Handling Qualitative Data: A Practical Guide (Third Edition). SAGE Publications Inc.
[22] Corbin, J., & Strauss, A. (2015). Basics of Qualitative Research (Forth Edition). SAGE Publications Inc.
[23] Norman K. Denzin, & Lincoln, Y. S. (Eds.). (2018). The SAGE Handbook of Qualitative Research (Fifth Edition). SAGE Publications Inc.
[24] Miles, M. B., Huberman’s, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (Third Edition). SAGE Publications Inc.
[25] Marmah, A. A. (2014). Students’ Perception About the Lecture as a Method of Teaching in Tertiary Institutions. Views of Students from College of Technology Education, Kumasi (COLTEK). International Journal of Education and Research, 2(6), 601–612.
[26] Lantolf, J. P., Thorne, S. L., & Poehner, M. E. (2015). Sociocultural Theory and Second Language Development. Theories in Second Language Acquisition: An Introduction, 207–226.
[27] Mezirow, J. (2018). Transformative learning theory. In K. Illeris (Ed.), Contemporary Theories of Learning (pp. 114–128). Routledge.
[28] Tadesse, T., Manathunga, C., & Gillies, R. (2018). Making Sense of Quality Teaching and Learning in Higher Education in Ethiopia: Unfolding Existing Realities for Future Promises. Journal of University Teaching & Learning Practice, 15(1). https://ro.uow.edu.au/jutlp/vol15/iss1/4.
[29] To, J., & Carless, D. (2016). Making Productive Use of Exemplars: Peer Discussion and Teacher Guidance for Positive Transfer of Strategies. Journal of Further and Higher Education, 40(6), 746–764. https://doi.org/10.1080/0309877X.2015.1014317.
[30] Noh, M. A. C., & Yusuf, S. A. M. (2018). Collaborative Learning Technique within Higher Learning Education Students. Creative Education, 9(14), 2367–2375. https://doi.org/10.4236/ce.2018.914177.
[31] Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative Learning Practices: Teacher and Student Perceived Obstacles to Effective Student Collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389.
[32] Yu, H., Izhar, T. A. T., Rafedzi, E. R. K., & Husin, N. (2018). Information Literacy Development through Resource-Based School Projects: Malaysian Students Experience. Development, 7(3), 15.
[33] Jacobsen, M., McDermott, M., Brown, B., Eaton, S. E., & Simmons, M. (2018). Graduate Students’ Research-Based Learning Experiences in an Online Master of Education Program. http://dx.doi.org/10.11575/PRISM/34916.
[34] Supardi, Moh. (2018, March 2). RBL Implementation in Content Courses [Personal communication].
[35] Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (Eds.). (2013). The Foundations of Qualitative Research. In Qualitative Research Practice: A Guide for Social Science Students and Researchers (pp. 1–26). SAGE.
[36] Suriadi, M. A. (2018, March 2). RBL Implementation in Content Courses [Personal communication].
[37] Janssen, M., Stoopendaal, A. M. V., & Putters, K. (2015). Situated Novelty: Introducing a Process Perspective on the Study of Innovation. Research Policy, 44(10), 1974–1984. https://doi.org/10.1016/j.respol.2015.06.008.
[38] Leung, C. H., & Cheng, S. C. L. (2018). The Effective Application of Concept Mapping in Marketing Education. Asian Journal of Empirical Research, 8(1), 1–12.
[39] Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to Research in Education. Cengage Learning.
[40] Brew, A., & Saunders, C. (2020). Making sense of research-based learning in teacher education. Teaching and Teacher Education, 87, 102935. https://doi.org/10.1016/j.tate. 2019.102935
[41] Bazeley, P. (2017). Integrating Analyses in Mixed Methods Research (Jai Seaman, Ed.). SAGE.
[42] Gastel, B., & Day, R. A. (2016). How to Write and Publish a Scientific Paper, Eighth Edition. ABC-CLIO.
[43] Fussy, D. S. (2018). Research dissemination practices in Tanzania: Limitations and potentialities. International Journal of Educational Development, 62, 209–216. https://doi.org/10.1016/j.ijedudev.2018.05.003.
[44] Lapeña, J. F. F., & Peh, W. C. G. (2019). Various Types of Scientific Articles. In M. Shoja, A. Arynchyna, M. Loukas, A. V. D’Antoni, S. M. Buerger, M. Karl, & R. S. Tubbs (Eds.), A Guide to the Scientific Career (pp. 351–355). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118907283.ch37.
[45] Brew, A. (2013). Understanding the Scope of Undergraduate Research: A framework for Curricular and Pedagogical Decision-making. Higher Education, 66(5), 603–618. https://doi.org/10.1007/s10734-013-9624-x.
[46] Marín, V. I. (2020). Research-Based Learning in Education Studies: Design Inquiry Using Group E-Portfolios Based on Blogs. Australasian Journal of Educational Technology, 36(1), 1–20. https://doi.org/10.14742/ajet.4523.
[47] Bastiaens, E., van Merriënboer, J., & van Tilburg, J. (2017). Reflection and Lessons Learned. In E. Bastiaens, J. van Tilburg, & J. van Merriënboer (Eds.), Research-Based Learning: Case Studies from Maastricht University (pp. 185–199). Springer International Publishing. https://doi.org/10.1007/978-3-319-50993-8_14.
[48] Itatani, T., Nagata, K., Yanagihara, K., & Tabuchi, N. (2017). Content Analysis of Student Essays after Attending a Problem-Based Learning Course: Facilitating the Development of Critical Thinking and Communication Skills in Japanese Nursing Students. Healthcare, 5, 47.
[49] Ruuskanen, T., Vehkamäki, H., Riuttanen, L., & Lauri, A. (2018). An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences. Sustainability, 10(5).
[50] Lima, R. M., Dinis-Carvalho, J., Sousa, R. M., Alves, A. C., Moreira, F., Fernandes, S., & Mesquita, D. (2017). Ten Years of Project-Based Learning (PBL) in Industrial Engineering and Management at the University of Minho. In PBL in Engineering Education (pp. 33–51). Springer.
[51] Ray, D., & Mandal, S. (2018). Information Literacy Skills of the Research Scholars in Arts Faculty under the University of Burdwan: A Comparative Analysis. Pearl: A Journal of Library and Information Science, 12(3), 286. https://doi.org/10.5958/0975- 6922.2018.00034.7.
[52] Mei, J.-P., Chen, D., Fan, J., & Yang, L. (2018). Finalizing Your Reference List with Machine Learning. Journal of Ambient Intelligence and Humanized Computing, 1–10.
[53] Ruiz-Gallardo, J.-R., González-Geraldo, J. L., & Castaño, S. (2016). What are Our Students Doing? Workload, Time Allocation and Time Management in PBL Instruction. A Case Study in Science Education. Teaching and Teacher Education, 53, 51–62. https://doi.org/10.1016/j.tate.2015.10.005.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
