Lecturer^s Perception on Case-Based Learning in Higher Education Citra Ayu Dewi (a), Sri Rahayu (*b), Muntholib (c), Parlan (d)
(a) Chemistry Education, Universitas Negeri Malang, Jalan Semarang 5 Malang, Jawa Timur, Indonesia 65145
(a) Chemistry Education, Universitas Pendidikan Mandalika, Jalan Pemuda No.59A Mataram, Indonesia 83125
(b,c, d) Chemistry Education, Universitas Negeri Malang, Jalan Semarang 5 Malang, Jawa Timur, Indonesia 65145
Abstract
According to the independent campus learning curriculum, Case-Based Learning is one of the recommended learning models for use in learning. Implementing the learning process in higher education has different characteristics from implementing learning in schools. Lecturers are required to develop learning models that can produce aspects of problem-solving skills. One of the most critical problems in the teaching and learning process in Higher Education is the inability and lack of creativity of lecturers to find ways to make learning more creative and fun. To determine the extent of students^ understanding of a material taught in the teaching and learning process, lecturers must give assignments to students. Projects can be done with the Case-Based Learning (CBL) strategy. The purpose of this study is to evaluate lecturers^ perceptions of Case-Based Learning in Higher Education. This research was conducted in a qualitative descriptive design involving 167 State and Private Universities Lecturers as respondents. This research uses a survey method through an online Google form as an instrument for collecting data. The results of the analysis show that: a) the level of lecturers^ perception of Case-Based Learning strategies in higher education based on the most demographic data on the female sex in the age group of 41-45 years and the age group of 46 years and over the age- b) lecturers^ perceptions of Case-Based Learning strategies in higher education from six aspects as a whole are in the moderate category- c) lecturers^ responses on the relevance of Case-Based Learning strategies to the demands of skills in the 21st century are very positive. Thus, it is recommended for lecturers to apply more Case-Based Learning strategies in lectures so that they can improve student skills in the 21st century.
