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Several firms worldwide that attempted to penetrate the bottom of the pyramid (BOP) with digital service innovations have encountered disappointing returns. This article explores what capabilities firms should develop and how they should nourish them for value creation at the BOP. Using the multiple-case method, this study inductively derives persuasion, co-creation, adaptation, and self-sustainability as essential capabilities. Cumulative maneuvering of these capabilities resulted in a sand cone model. Both established incumbents and digital natives benefit from this model, which enables them to safeguard their digital offerings while penetrating or expanding within BOP markets. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education is a pivotal pillar in modern society, and technology has brought about major changes in how students learn. Online learning is becoming an increasingly popular form of education, especially since the coronavirus disease (COVID-19) pandemic broke out. However, the challenge of maintaining student engagement and motivation in online learning environments remains a concern for many educators. This is where the concept of gamification erupts as an innovative solution to this problem. This study aimed to examine the effect of case and project-based gamification models on student engagement and academic achievement in online learning in tertiary institutions. Quasi-experimental post-test only non-equivalent control group design was chosen as the method of this research. The subjects of this study were 117 students from Universitas Pendidikan Ganesha. The instrument used to measure student engagement was a questionnaire developed by researchers with reference to the online student engagement (OSE) indicator; meanwhile, an objective test was to assess student academic achievement. The data were analyzed using a oneway multivariate analysis of variance (MANOVA) technique. The study results show significant differences in student engagement and academic achievement between groups of students taught using case and project-based gamification models and direct e-learning models. Case and project-based gamification models used in online learning were effective in increasing student engagement and student academic achievement. [ABSTRACT FROM AUTHOR]

This study aimed to analyse students’ critical thinking profiles and assess teachers’ needs for case method learning to improve critical thinking skills. The research method used was qualitative. The study’s results reveal that most students' mastered critical thinking skills profiles are indicators of reveals existing facts and drawing conclusions. However, indicators that students have not fully mastered critical thinking are formulating the key issues, selecting logical arguments, conducting analysis, and conducting evaluations. As a result, teachers require a learning method, precisely the case method, to encourage critical thinking skills.

This study aims to develop an interactive Sparkol VideoScribe learning video integrated with the case method in the Pancasila course, which will enablestudents to understand the Pancasila material better. The problem is the lack of interactive learning media that students can access, especially when learning Pancasila. This research uses the type of research development (Research and Development) with the 4-D development model with the stages of defining, designing, developing and dissemination. The development stages are integrated in the activities of 1) Integration of Pancasila material, namely the History of Pancasila Formulation, Pancasila as an Ethical System and Pancasila as the Basis for Science and Technology Development; 2) Integrating the material that has been developed into the Sparkol VideoScribe application; 3) Development of Sparkol VideoScribe Interactive Video integrated with Case Method; 4) Preparation of validation instruments and validation of Sparkol VideoScribe Interactive Video Integratedwith Case Method by material experts and media experts; 5) Implementing videos that have been developed to students while reflecting and evaluating; 6) Disseminating research products to students. The results of thisstudy arebased on the results of material expert validation obtained a result of 85% with the category "Very Valid". In addition, based on the assessment of media experts, the result is 75% with the category "Valid".Based on the assessment results from material and media expert validators, the interactive video learning media Sparkol VideoScribe is suitable for use in the Pancasila learning process.

This research aims to prove the effectiveness of a context-aware ubiquitous learning model through the case method and team-based projects in enhancing the knowledge construction skills of students regarding instructional media. In this analysis, a quasiexperimental posttest-only control group design was used, with the subjects comprising 62 students. These students were subsequently split into experimental and control groups of 32 and 30 participants, respectively. An interaction analysis model was also used as the data collection instrument to characterize learning behavior in knowledge construction. This was reflected in a questionnaire, with an independent ttest statistical analysis technique used to analyze the data. The results showed that the context-aware ubiquitous learning model based on the case method and team-based project was effective in improving the knowledge construction skills of students. In managing learning, lecturers were also advised to utilize educational strategies that were more oriented toward the students, such as active techniques including case techniques and team-based projects. [ABSTRACT FROM AUTHOR]

The purpose of this instrumental multiple case study was to examine and compare five inservice music teachers' and one administrator's perceptions of three school–university partnership programs, in various stages of development, across one semester. Data sources included participants' observation notes, researchers' field notes, and individual semi-structured interviews. The following themes emerged from the data: (a) benefits of reinforcement, (b) benefits of promoting best practice and research, (c) challenges of navigating multiple teachers, (d) challenges of time management, and (e) observed differences between partnerships. Participants offered the following suggestions to implement and sustain successful partnerships: (a) preservice music educator preparation, including preparation in music planning, responsive teaching, and developing student connections, and (b) logistics, including increased communication, understanding all aspects of full-time music teaching, and expanding the number of visits. Implications for practice include engaging stakeholders in equal planning, reflection, and evaluation to create mutually beneficial partnership experiences. [ABSTRACT FROM AUTHOR]

In the context of the ongoing Russian-Ukrainian war, the Ukrainian education sector is facing new challenges, including, in particular, the revision of training for specialists in strategic areas, including lawyers. A developed nationally conscious civil society with strong democratic beliefs and rejection of corruption, which puts the interests of the state at the forefront, is the ideal that today's generation of higher education students should embody. With this in mind, educational practices should be revised, primarily in terms of forming a system of values, as well as maximizing the actualization of learning. We consider the case method to be one of the effective tools that meets these important tasks. The purpose of the study is to comprehend the experience of using the case method with a view to forming the values of future lawyers and is realized through such tasks as studying the educational practices of using the case method, considering examples of the use of the case method in teaching future lawyers, and finding out the impact of the case method on the formation of the values of respect for the law and the inadmissibility of corruption in future lawyers. The examples of case studies, discussed in the article, are devoted to a specific topic - exposing cases of corruption in the higher education system of Ukraine. The author formulates the requirements for the content of cases and the sequence of work with them, which provides for a gradual increase in the degree of independence of students. It is proved that the case method contributes to the formation of such important values for future lawyers as respect for the law and the inadmissibility of corruption. The development of a mature civil society in post-war Ukraine, to which today's students will be involved, depends on the formation of these values. Prospects for further research are seen in the study of the use of the case method to analyze situations related to academic dishonesty [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intrapreneurship skill has considered as the alternative learning outcomes of entrepreneurship education. However, entrepreneurship teachers need a complex learning program to develop intrapreneurship among business students. At the same time, The Ministry of Education and Culture of The Republic of Indonesia recommends university teachers implement case methods to deliver complex learning environments and build critical skills among students. Therefore, this study aims to i) examine the effect of micro small medium enterprise (MSME) cases on the intrapreneurship of business students, ii) investigate the influence of MSME cases on flow experience in entrepreneurship education and iii) investigate the effect of flow experience during entrepreneurship education on intrapreneurship skill. We used field experiments on entrepreneurship and digital business student in business development courses. The result indicates that the case method effectively developed student intrapreneurship skill and flow experience during the course positively impacting student intrapreneurship skill. [ABSTRACT FROM AUTHOR]

Paradigma pendidikan telah berubah menuju pendidikan abad-21 yang dikenal dengan masa pengetahuan (knowledge age). Pendidikan pada masa knowledge age tidak lagi didominasi dengan transfer pengetahuan namun telah diarahkan pada melibatkan siswa untuk mampu membangun dan mengembangkan keterampilan berpikir sehingga mampu mengkonstruksi pengetahuan baru sebagai upaya untuk meningkatkan penguasaan terhadap materi pelajaran. Guru abad-21 diharapkan memiliki lebih banyak pengetahuan dan keterampilan untuk menghadapi dan memahami tantangan perubahan masyarakat. Tujuan pengabdian masyarakat ini adalah untuk meningkatkan soft skill dan hard skill guru dalam mengembangkan pembelajaran inovatif berbasis PBL, case based learning (CBL) dan PjbL dalam membangun keterampilan abad-21 siswa. Rencana kegiatan akan dilakukan dalam beberapa fase: (1) pendalaman materi biologi, (2) pembekalan keterampialan merancang pembelajaran PBL, CBL dan PjBL, (3) mengembangkan perangkat pembelajaran berbasis PBL/CBL atau PjBL, (4) mengimplementasikan pembelajaran berbasis PBL/CBL atau PjBL. Seluruh kegiatan akan dinilai sebagai evakuasi terhadap pelaksanaan kegiatan.

The purpose of the work is to formulate the main provisions of the co-opting economy and detail them using the case method in the field of energy. Elizabeth Watkins and David Stark from Columbia University (USA) put forward the concept of Möbius organizational forms. Unlike traditional forms in business, Möbius forms do not Make, Buy or Cooperate, they Co-opt assets that do not belong to them. In 2019, the author of this work proposed the term "paraphernalia", which reflects the essence of the theory, but the name is more suitable for the Global Informality Project online encyclopedia, in which it was published. The coopting economics is a social science about the production, distribution, exchange and consumption of goods and services with non-violent, but non-cooperative appropriation of assets belonging to others to satisfy one's own needs. The original formula of the co-opting economy is: moneycommodity-money with a dash and an additional commodity (good) received for free, which is produced with the help of assets belonging to other owners. Theoretical studies were carried out using the case method. The effect of the co-opting economy is demonstrated on the example of the Sukha Balka mine (Kryvyi Rih). The mine has shafts hoists. In the process of moving loads, hoist generate electricity that is recovered and fed back into the network. The author introduces the conditional category "Mechanics", whose asset is mine hoist, and the category "Energeticians", whose asset is power distribution networks. The additional energy resource received by the Mechanics flows through the network to the Energeticians and becomes their property. There is a co-optation of assets that do not belong to Energeticians, with the receipt of a product that they use to meet their own needs. Such a virtual power plant does not belong to any energy company, but helps it to overcome the shortage of electricity during times of maximum load. Here, too, energy companies adhere to the economy of co-optation, because the generating assets they use are not their property. By adopting legislative acts on the introduction of the active consumer category, the state indirectly contributes to the development of the co-optation economy. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of the L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on higher agricultural and forestry education, we have explored and practiced the teaching of organic chemistry course from aspects such as teaching cases, teaching methods, and teacher team building. The teaching practice has shown that it has stimulated students’ interest in learning, broadened their horizons, and helped them appreciate the charm of frontier research in organic chemistry (especially the cross-integration with agricultural science). It has also cultivated students’ cultural literacy, professional competence, and scientific literacy, shaping their passion for agriculture and the country. The teaching approach has achieved the integration of knowledge imparting, competence development, and value-oriented guidance, effectively addressing the issue of incomplete alignment between public basic courses and professional education needs. It has fully played the role of the course in the cultivation of agricultural science talents. [ABSTRACT FROM AUTHOR]

Research related to the implementation of learning models to improve the quality of learning continues to be carried out in line with changes in the applicable curriculum. The selection of the right learning model with the help of fun game media is the basis for this research, so that learning becomes more meaningful and not boring. This is a quasi-experimental study using a "nonrandomized pretest-posttest control group design." Before the t-test, a prerequisite test was carried out in the form of a normality test (using the Liliefors test) and a homogeneity test (using the Levene test). In addition to hypothesis testing, this study also calculated the score increase (N-Gain) from the pretest and posttest data. The t count value is 2.88, while the t table value at = 0.05 with dk = 51 is 1.67. The hypothesis is supported because the t count value is greater than the t table value (2.88 > 1.67). In addition to the t count and t table values, the r2 = 0.1403 value was examined. This coefficient value of 14.03% indicates the level of effect of employing the case method with blooket media on increasing student learning outcomes in the Radiochemistry subject.

В сложившейся политической и социально-экономической ситуации актуализируется вопрос качественной подготовки инженерных кадров и специалистов IT-отрасли. Для удовлетворения запросов со стороны работодателей у студентов технического профиля обучения важно формировать не только предметно-специализированные компетенции, но и непредметные - универсальные, позволяющие ориентироваться в любой жизненной ситуации, эффективно вести коммуникацию, работать в команде, критически мыслить и т. д. В связи с этим важным становится применение в образовательном процессе практико-ориентированных технологий и методов, работающих на развитие таких компетенций. Цель статьи - обобщение педагогического опыта по применению в образовательном процессе метода решения ситуационных задач (кейс-метода) и выявление его преимуществ и ограничений. Материалом исследования служит эмпирический опыт применения в образовательном процессе факультета инновационных технологий Томского государственного университета в рамках реализации дисциплины «Профессиональная коммуникация на английском языке» метода решения ситуационных задач (кейс-метода). В работе авторы опираются на принципы системно-деятельностного и компетентностного подходов. Экспериментальное использование метода решения ситуационных задач (кейс-метода) в процессе преподавания английского языка для профессиональных целей доказало не только большой интерес студентов к такому виду творческой работы, но и важность применения данного метода в образовательном процессе. Данный метод способствует развитию критического мышления студентов, повышению способности студентов применять знания в новых ситуациях, развитию творческого потенциала и интеллектуальных способностей студентов. Представление результатов решения кейсов на иностранном языке является важным инструментом формирования коммуникативной компетенции, необходимой студентам в их будущей профессиональной деятельности. Вместе с тем метод решения ситуационных задач имеет и ряд ограничений, связанных в основном с процедурными вопросами его применения в образовательном процессе. Делается вывод, что применение метода решения ситуационных задач в образовательном процессе способствует развитию универсальных компетенций студентов технического профиля и как вид педагогической практики может применяться в рамках существующих в образовательной программе дисциплин без дополнительного введения специальных курсов по развитию таких компетенций.

The use of pocket book as a learning media is still limited. This will make it difficult for students to understand the material. The purpose of this research was to determine the feasibility results of tissue culture pocket book, the level of product feasibility through responses from lecturers, students and to see the effectiveness of tissue culture pocket book products especially in tool sterilization and in vitro propagation topics. The research method uses R&D with 4D models from Thiagrajaan. The results of the needs analysis showed that 66,7% of students had difficulty in understanding the material of tool sterilization and in vitro propagation. In curriculum analysis using the KKNI curriculum. The feasibility level of the assessment product from media experts obtained the criteria "Very worthy" with percentage of 91,67%, assessment of material experts with the criteria "worhty" with percentage of 84,74% and assessment results of learning design experts with the criteria "Very worthy" with percentage of 91,67%. Then the lecturer's response obtained results with the criteria "Worthy" with a percentage of 83,75%. In small group trials with scores of 89.4% and limited field trials of 90%. The disseminate stage obtained an N-Gain score of 0,56 with the "medium" criteria. ABSTRAK: Penggunaan buku saku sebagai media pembelajaran masih terbatas. Hal ini akan menyulitkan mahasiswa dalam memahami materi pembelajaran. Tujuan dari penelitian ini adalah untuk mengetahui hasil kelayakan buku saku kultur jaringan, tingkat kelayakan produk melalui tanggapan dari dosen, mahasiswa dan untuk melihat efektivitas produk buku saku kultur jaringan khususnya pada topik sterilisasi alat dan perbanyakan in vitro. Dalam penelitian ini menggunakan R&D dengan model 4D Thiagrajaan. Hasil analisis kebutuhan menunjukkan bahwa 66,7% mahasiswa mengalami kesulitan dalam memahami materi sterilisasi alat dan propagasi in vitro. Kurikulum yang digunakan adalah KKNI. Tingkat kelayakan produk penilaian dari ahli media diperoleh hasil dengan kriteria "Sangat layak" dengan persentase 91,67%, penilaian ahli materi dengan kriteria "Layak" dengan persentase 84,74% dan hasil penilaian ahli desain pembelajaran dengan kriteria "Sangat layak" dengan persentase 91,67%. Kemudian respon dosen diperoleh hasil dengan kriteria "Layak" dengan persentase 83,75%. Dalam uji coba kelompok kecil diperoleh skor 89,4% dan uji coba lapangan terbatas 90%. Tahap disseminate memperoleh skor N-Gain 0,56 dengan kriteria "sedang".

Purpose. Over time, paper educational materials are supplemented and replaced by electronic ones, so a new problem has arisen – the presentation of educational information in a new form, taking into account the wide possibilities of information technology. With the help of the Internet, humanity has created a huge system of hypertexts. The user, by creating his own route of movement through the links, creates meaning inside his consciousness, complements it depending on the information he meets. The use of hypertext in teaching mathematics allows you to organize a personality-oriented approach, explore the routes of students in a network structure. The purpose of the article is to focus the research on the investment of the case method in a hypertext structure, to create a case model using hypertext, to analyze the route system of the case model. The created hypertext case will be a prototype of the construction of educational material using hypertext technology and the case method. Methodology. The research is based on the analysis and synthesis of psychological-pedagogical and educational-methodical literature, on modeling the structure of educational material (case) using hypertext technology. Results. Creation of a hypertext case model for teaching semantic reading to secondary school students based on the analysis of the structure and elements of hypertext and case. Practical implications. The results can be applied in the creation of an electronic textbook on mathematics, a collection of mathematical cases for teaching semantic reading to students.

Since the issuance of the Service of Instruction and Culture Proclaim No. 3/M /2021 in 2021 concerning Key Execution Pointers (IKU), where classroom learning will utilize one or a combination of the case strategy and project-based gather learning (team-based venture), which incorporates 50% in its assessment weight. Hence, this investigation pointed to plan learning concepts in political geology courses with a case strategy method and team-based venture within the Division of Geology Instruction, Workforce of Social Sciences, Medan State College. This inquiry about employment uses an expressive, subjective approach. The populace in this were all 454 understudies of the Division of Topography Instruction for the 2020-2022 year, and the test was 67 understudies. Information collection employs a survey (survey) disseminated to understudies through Google Shapes. This consideration demonstrates that executing case strategy and team-based project-based learning got a positive reaction from understudies. Based on the overview, 87% of understudies concurred that the schedule assignment task framework in papers was supplanted with dialogue learning by watching and analyzing various phenomena or issues within the environment or standard of living. Then, 76% of understudies concurred in case the assignments within the shape of CBR and CJR, and within the IQF learning framework were supplanted with the substance of hypothetical thinking in case of strategy reports and team-based projects. Selection of case strategies and team-based ventures carried out in bunches by groups by raising case considers that happen around or in the standard of living. Besides, the examination will be displayed and talked about in the course on the other hand. [ABSTRACT FROM AUTHOR]

Research related to the implementation of learning models to improve the quality of learning continues to be carried out in line with changes in the applicable curriculum. The selection of the right learning model with the help of fun game media is the basis for this research, so that learning becomes more meaningful and not boring. This is a quasi-experimental study using a "nonrandomized pretest-posttest control group design." Before the ttest, a prerequisite test was carried out in the form of a normality test (using the Liliefors test) and a homogeneity test (using the Levene test). In addition to hypothesis testing, this study also calculated the score increase (NGain) from the pretest and posttest data. The t count value is 2.88, while the t table value at = 0.05 with dk = 51 is 1.67. The hypothesis is supported because the t count value is greater than the t table value (2.88 > 1.67). In addition to the t count and t table values, the r² = 0.1403 value was examined. This coefficient value of 14.03% indicates the level of effect of employing the case method with blooket media on increasing student learning outcomes in the Radiochemistry subject. [ABSTRACT FROM AUTHOR]

Background: Research indicates new nursing graduates struggle with clinical reasoning, despite some related skill development throughout their education. The question remains, "Could an earlier focus on clinical reasoning in nursing programs enhance nursing students' clinical reasoning?" Purpose: This pilot study investigated how first-semester nursing students perceive the use of case studies in clinical reasoning skill development and the perceived benefits of case studies related to the NCSBN Clinical Judgment Measurement Model (NCJMM). Methods: Case studies and written reflections were introduced to a convenience sample (n = 45) of first-semester nursing students. Qualitative analysis was conducted on written reflections. Results: Students found case studies enhanced their knowledge and prepared them for clinical practice as a nurse. Conclusions: Findings suggest early introduction of case studies is a meaningful teaching strategy to develop clinical reasoning aligned with the NCJMM. [ABSTRACT FROM AUTHOR]

The article is devoted to the use of case technology in the course of the discipline "Foreign Language (for Specific Purposes)" with students of speciality 075 "Marketing" DSAU. The significant developmental potential of this subject and its role in solving many educational and upbringing problems has been proved. The importance of an individual approach to education in general and especially to learning a foreign language, which is about self-discovery and finding the right solution on your own is highlighted. The definition of case technology is proposed, the advantages of using cases in practical classes are proved, since case technology allows bringing speech activity closer to real communication, gives students the opportunity to creatively apply the studied language material on the basis of their professional knowledge, motivates students to speak a foreign language while solving problems. The use of the case method will be most effective if the selection of material takes into account the special, professional, age and other interests of students. The case method is perfectly adapted for use in foreign language classes, as this type of work combines all types of language activities: reading, speaking, writing, and listening. It is noted that case technology is an effective means of motivation to learn a foreign language, allows you to quickly and effectively model situations of intercultural communication, develops such skills as cooperation and mutual understanding, helps to prepare a creative personality capable of thinking creatively and making decisions independently. The cases allow students to demonstrate linguistic independence, implement and improve their communication skills, and improve lexical and grammatical competence. The types of cases are considered, certain difficulties observed in the use of cases in the training of future marketologists are identified. The preparatory work that a teacher does when selecting cases is outlined. Examples of the case that was considered in a practical foreign language class is given. [ABSTRACT FROM AUTHOR]

This study investigates the implementation of the Case Method and Team-Based Project learning approaches within the context of the Geography Education Department's cultural and political geography courses at Universitas Negeri Medan. These methods, relevant to the Merdeka Belajar - Kampus Merdeka (MBKM) program, aim to enhance student skills through active, applied learning. Employing a qualitative descriptive approach, the research gathered data via questionnaires distributed through Google Forms to a sample of 67 students out of a total population of 454 from the 2019-2022 academic cohorts. Findings indicate that the duration required for the Case Method varies with the complexity of the cases, ranging from 15-30 minutes for simpler issues to over 60 minutes for more intricate problems. The Team-Based Project approach necessitates 7 to 8 meetings, including initial planning and subsequent implementation phases, monitored by lecturers through direct communication or digital platforms like LMS forums or Zoom channels. However, the study reveals inefficiencies in applying these learning methods within the department, attributed to the substantial workload imposed by the Indonesian National Qualifications Framework (KKNI) and a lack of student engagement in assignments. It suggests a comprehensive revision of IQF assignments towards more discussion-oriented and field-practical approaches to address these challenges.

This study investigated how combining the case method approach and technology tools can be effective in 21st-century instructional methods. The case method approach in teaching instruments focuses on assisting students develop critical thinking, problem-solving, and communication skills. Its goal is to provide practical learning experiences that allow students to apply these skills in real-world situations. Teachers can successfully incorporate the case method approach into their instrument teaching by selecting appropriate case studies, establishing clear learning objectives, designing engaging activities,and incorporating technology tools such as digital media, interactive simulations, and online platforms. The study findings indicate that integrating the case method approach in technology tools in instruction, course syllabus, and materials improved student engagement and access to information, encouraged student collaboration and communication, and improved critical thinking, problem-solving, and communication skills. As a result, incorporating the case method approach and technology tools into teaching instruments allows teachers to provide a hands-on learning experience that focuses on essential skills. This integration creates a dynamic and interactive learning environment, promoting skill development and optimizing students' overall learning experience.

In 2020-2024, the Ministry of Education and Culture launched one of the main objectives of developing a strategic plan, namely optimizing the quality of learning in innovative forms in order to realize student success in achieving maximum learning outcomes that include attitudes, knowledge and skills. Hodijah, S & et al (2022) argue regarding the development goals of the Ministry of Education and Culture that the expected innovative learning can be implemented from learning created in the form of collaborative and participatory classes. Furthermore, according to the 2022 edition of EF English First Proficiency, Indonesia is in 81st place out of 111 countries with a score of 469 which falls into the Low Proficiency category in every aspect of the English language, one of which is Translation. Based on these things, to overcome the low level of students' English proficiency, especially in terms of Translation and to answer the demands of the Ministry of Education and Culture for Higher Education in creating innovative classes . It is recommended for lecturers to use the Case Study learning model because it has been proven to be effective in improving translation skills in various previous studies. Based on these things, this research aims to developCase Study Learning to Improve Students' Translation Ability in the Translation in English Language Teaching (ELT) Course, Department of English Language and Literature, Medan State University The development of the Case Study Learning Model was carried out using the ADDIE Development model which consists of 5 stages, namely; (1) Needs analysis, (2) Design of the Case learning model 3) Development of the Case Study Learning Model in Translation in ELT Learning (4) Implementation, namely trial of the Case Study learning model in the Translation in ELT course (5) Evaluation of Case Study model-based learning . This research uses a qualitative and quantitative descriptive approach in analyzing data. Validity tests, Practicality Tests and Effectiveness Tests was carried out on the development product to ensure that the Case Study Learning Model developed valid, practical and effective in improving students' translation skills in the Translation in ELT course. The results of the research show that the model developed is valid, practical and effective.

Problem-solving skills have many benefits, especially for lifelong learning. Learners are equipped with these abilities to be able to survive in life and in their profession. Problem-solving skill is closely related to cognitive ability and critical thinking skill. This research aims at determining the contribution of students’ cognitive ability and critical thinking skill on their problem-solving skill. This correlational research included 127 students taking education profession courses. The collected data were analyzed using correlation regression SPSS Version 23 software. The results of the data analysis showed that students’ cognitive abilitys and critical thinking skills had a significant correlation with their problem-solving skills. The relative contribution of the cognitive ability and the critical thinking skill was 94.8%. While the effective contribution of cognitive ability and critical thinking skills toward the students’ problem-solving skills was 68.4% and 26.4% respectively. The positive correlation among these variables can be used as a basis for implementing the case method in classroom learning activities in that the implementation of the case method has positive effects on the student’s cognitive abilitys, critical thinking skills, and problem-solving skills in Biology Education students.

Risk reporting is often unconnected with business strategy and performance, and is considered merely as a matter of compliance, which defeats the purpose of risk management. This article describes four best practices of companies that have improved their risk reporting by strengthening the vertical and horizontal communication of risks, reporting near misses, and communicating risk digitally through apps. Better risk reporting involves simplification and incentivization. It enables organizations to improve risk management and risk culture overall. [ABSTRACT FROM AUTHOR]

Students still have problems achieving adequate writing skills in academic writing. Hence, the case method, scaffolding, and supporting technology are applied to help students improve their academic writing skills in the English for Specific Purpose (ESP) course. Therefore, this study aims to analyze the effectiveness of the case method and scaffolding technique assisted by supporting technology to train students' academic writing in ESP courses. The research was experimental research with a post-test-only non-equivalent control group design. The samples were 50 students of the Environmental Science Study Program. The instruments were the performance test of writing an essay and a questionnaire to determine students' responses to the learning process. The result shows Sig. (2 tailed) 0,05, indicating there is a difference between the academic writing of the experimental group and the control group. The mean score and writing aspect assessment of the experimental group are also higher than the control group. Therefore, it can be concluded that the case method and scaffolding technique assisted by supporting technology is effective in training students' academic writing, and it also reveals the case method's role in improving students' skills.

The development of learning media in this research is part of the development of Sprechen A2 learning tools based on the case method and team-based project. The development model used is the Richey and Klein (2007) development model with planning, development, and evaluation stages. This research produced five sets of vocabulary cards played in groups. This game trains vocabulary mastery according to the A2 theme and sentence formation. The development results were reviewed by experts and given input. The results of the expert review stated that the developed game cards are suitable for use with a score of 92 or with a category of excellent. This result indicates that the word game cards are suitable for use. Expert input regarding adding vocabulary sets will be carried out as further development. The game cards are then played alternately in the Sprechen A2 learning class according to the discussion theme. At the end of the learning process, a questionnaire was distributed to students to determine their response to the use of game cards. The questionnaire contains five questions, all answered with 100% agreement. This means that the student response is positive and worthy of further development

The post-pandemic has affected all educational institutions, including TVET. The situation has shifted fully online learning into a blended one, conducted online through e-learning and onsite through face-to-face learning. In this learning, students must do self-directed learning before coming to the class, known as the flipped classroom method. On the other hand, to trigger their effort to do so, applying the case method is valuable to improve their problem-solving skill. Therefore, the flipped classroom and case method integration needs to be implemented. In the flipped classroom method, students must use CAI media to optimise the learning outcome. This study aims to see the effectiveness of integrating CAI into case method-flipped classrooms in improving the problem-solving skills and learning outcomes of TVET students. This study used a quasi-experiment with a pretest and post-test control group design. The research instruments were a questionnaire and an achievement test with 62 participants. Based on the results, it was found that there was a significant difference in students' problemsolving skills and learning outcomes between control and experimental groups. Research findings showed substantial improvements in students' material understanding and problem-solving skills. Students reported high engagement and satisfaction with the proposed interactive learning model. Thus, it can be concluded that the CAIintegrated Case Method-Flipped Classroom effectively improves TVET students' problem-solving skills and learning outcomes. The novelty of this research is that it offers an innovation from various learning models in TVET that TVET educators can implement. The model provides time efficiency availability of such a lead-in that bridges the initial material to the primary material. Hence, the investigation results in this study provide a new knowledge reference for the TVET education curriculum. [ABSTRACT FROM AUTHOR]

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Abstract The purpose of this research is to build students' democratic literacy in higher education through the case method approach. This learning method is carried out by giving assignments to analyze cases that are developing at this time by contextualizing the material being discussed. The research method used in this writing is the expost facto method. Techniques in data collection in this study used tests, observations and questionnaires with the help of google form. The population participants of this study were FKIP students in one of the Karawang universities, with a sample of Social Education study program students. The results showed that learning using the case method approach is one of the learning models that can stimulate students in building democratic literacy, because there are demands faced by students as citizens. The first challenge is that students enter the work environment, this guidance not only encourages students to have skills in accordance with their knowledge but also requires students to be equipped with good graduate morals and ethics and the ability to work with others, secondly building citizens in this context is a critical and responsible student and participating in developing political literacy. Abstrak Tujuan penelitian ini membangun literasi demokrasi mahasiswa di perguruna tinggi melalui pendekatan case method. Metode pembelajaran ini dilaksanakan dengan pemberian tugas menganalisis kasus yang berkembang pada saat ini dengan mengkontekstualkan pada materi yang sedang dibahas. Metode penelitian yang digunakan dalam penulisan ini adalah metode expost facto. Teknik dalam pengumpulan data pada penelitian ini menggunakan tes, observasi dan anggket dengan bantuan google form. Partisipan populasi penelitian ini yaitu mahasiswa FKIP di salah satu perguruan tinggi karawang, dengan sample mahasiswa Prodi IPS. Hasil penelitian menunjukan bahwa pembelajaran dengan menggunakan pendekatan case method merupakan salah satu model pembelajaran yang dapat merangsang mahasiswa dalam membangun literasi demokrasi, karena ada tuntunan yang dihadapi mahasiswa sebagai warganegara. Tantangan pertama mahasiswa masuk dalam lingkungan pekerjaan, tuntunan ini bukan hanya mendorong mahasiswa memiliki keterampilan sesuai dengan keilmuannya tetapi juga mendorang mahasiswa dibekali moral dan etika lulusan yang baik serta kemampuan untuk bekerja dengan orang lain, kedua membangun warganegara dalam konteks ini adalah mahasiswa yang kritis dan bertanggung jawab serta ikut serta berpartisipatif mengembangkan literasi politik

The ability to solve problems is an important thing to teach students. This is because, in real life, every individual faces various problems that need to be faced and resolved. This research was conducted with the aim of increasing students' ability to solve problems in the Global Perspective Course with the Topic: The Influence of Science and Technology in Human Life. The research method used is Classroom Action Research which includes: planning, implementing action, observation, and reflection. Before the action is taken, the initial data on student abilities are recorded by giving an initial test (pretest). This study's results indicate an increase in students' ability to solve problems in the Global Perspective Course. It can be seen from the difference in the results of problem-solving abilities in the pre-cycle, cycle one, and cycle two which continued to increase where in the second cycle 80%, namely 92.1% (35 students) were able to solve problems well and scored above the completeness standard. There is an increase in the activity of lecturers and students from cycle I to cycle II, which is above 80%.

The method of information and communication technologies implementation while Milorad Pavić works on the IHE (Institutions of Higher Educations) investigation has been presented. Such methods as analysis and generalization of teachers' pedagogical experience and abstraction were used to find ways to reveal the features of a postmodernist work and to form students' skills in working with an electronic book. Informatization of education is one of the main directions dictated by the needs of modern society, in which the main driver of progress is individual personality development. The introduction of information and communication technologies into the educational process of higher establishment education is gaining particular relevance, which opens up wide opportunities for the comprehensive implementation of creative, searching, personally oriented forms of education, increasing its mobility and compliance with the demands of practice. When studying literary works in the process of future language teachers' training, information and communication technologies serve to develop students' reading interests, strengthen confidence in their professional abilities, develop the ability to generate non-standard ideas, the ability to act, and use theoretical knowledge in practical activities. The need for the use of information and communication technologies in studying the life and creative path of the Serbian writer Milorad Pavić, a prominent representative of the new electronic era in literature, has been substantiated. Samples of the teacher's lecture plan with elements of anticipatory tasks prepared by students, which involve the use of information and communication technologies, have been presented. The practical lesson has been proposed to be conducted using the case method. Tasks have been developed that contribute to the formation of the selfeducational competence of future language teachers, in particular when organizing independent work using information and communication technologies in the process of creative interpretation of an excerpt from Milorad Pavić's novel Dictionary of the Khazars. Ways of creating educational situations with the help of information and communication technologies have been proposed, in which students' research activities have been carried out and oral communication has been practiced, which creates a language reaction to objective reality and life situations. It has been emphasized that when using information and communication technologies, students get the opportunity to work independently with the text of the work, find quotation material, fill allusions and reminiscences with content, find historical references, conduct dictionary work, and generate non-standard ideas. [ABSTRACT FROM AUTHOR]