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International Journal of Management and Administrative Sciences (IJMAS)
(ISSN: 2225-7225)
Vol. 3, No. 09, (48-56)
www.ijmas.org
Copyright ©Pakistan Society of Business and Management Research
48
ON TRANSFORMING MONOTONOUS CLASSES: IMPLEMENTING PROBLEM
BASED LEARNING CONJOINED WITH COOPERATIVE LEARNING IN COLLEGE
CLASSROOMS
Indrayati
Accounting Department, Politeknik Negeri Malang
Jawa Timur Province, Indonesia
indrayati@polinema.ac.id
ABSTRACT
Monotonous teaching and learning activities lead to students’ low achievement and feelings
toward the classes, as it has long happened in two accounting-based courses at Politeknik
Negeri Malang, Indonesia. The present paper is to report the implementation of Problem Based
Learning conjoined with Cooperative Learning in the two classes in order to increase the
students’ final grades and motivation. The method of the research is Classroom Action Research
with qualitative data analysis and display. The results indicate that the students’ grades
increase significantly in both courses. The students also show happier feelings toward the
classes. In conclusion, the implementation of Problem Based Learning conjoined with
Cooperative Learning is proven to increase students’ achievement and motivation.
Keywords:problem based learning, cooperative learning, students’ achievement, students’
feelings
International Journal of Management and Administrative Sciences (IJMAS)
(ISSN: 2225-7225)
Vol. 3, No. 09, (48-56)
www.ijmas.org
Copyright ©Pakistan Society of Business and Management Research
49
1. INTRODUCTION
Politeknik Negeri Malang (POLINEMA) is an Indonesian college that puts priority in increasing the
application capabilities (skills) of students in order to prepare them to become members of the community
who have professional skills to implement, develop, and disseminate science and technology. Among the
available programs under the campus, Accounting Programis aimedto produce graduates who are ready to
work, skilled in accounting, and able to compete in global markets in accordance with the vision and missions
of the program.
Evaluation on the quality of education products is first seen in the development of basic attitudes,
such as critical academic stance and the willingness to continue scientific search for truth. Therefore, the
concept of education is not only to the test knowledge transfer alone (cognitive), but,broadly speaking, to
include the formation of skills (psychomotoric) and the basic attitude (affective), such as criticality, creativity
and openness to innovation and various inventions. All is essential as learners are able to survive and meet
the ever-evolving challenges. In this case, educators are required not only to transfer science, but also acts as
an agent of enlightenment. The idealism of educators, to borrow a phrase by Socrates, is eutika, a field that
helps learners make innovation and create knowledge.
The Higher Education Long-Term Strategy (HELTS) 2003-2010, issued in April 2010 by the
Indonesia’s Directorate General of Higher Education, mandates on the application of the principle of Student-
Centered Learning (SCL) in the learning process. There are a variety of learning methods in the Student-
Centered Learning (SCL), including the Case-Based Learning, Cooperative Learning, and Project Based
Learning (PBL).
Nevertheless, the teaching and learning process at the campus, particularly in Sistem Informasi
Akuntansi (Accounting Information System, hence called SIA) and Auditing courses, seems to be far away
from the mandate. There, the lecturers mostly apply one teaching strategy in their daily teaching practice,
that is, lecturing. At the time of attending or listening to the lectures, students simply take notes which makes
them fall into boredom and sleepy feeling. In regard with this traditional method, the lecturersplay a central
role in the achievement of learning outcomes, more closely-related to the teacher-centered learning, and
seem to serve as the only source of knowledge.
It is widely acknowledged that the teaching strategy in which the lecturer plays active role, while
students play only passive role, leads to low learning effectiveness. With the practice of this teaching strategy,
the focus of the class will not go beyond the understanding of the delivered materials. In such class, students
will not have much chance to apply the materials to the real world since the conventional strategy is
impossible to hone students’ skills in analyzing problems, understanding the problems well, drawing
conclusion, and evaluating the problems holistically.
The disadvantages of the traditional teaching strategy practiced in the two courses are proven to be
one of major cause of the students’ low achievement. Table 1 displays the percentage of students who
managed to achieve each final grade at the end of the course in 2014.
Table 1. Percentage of Students’ Achievement in SIA and Auditing Course 2014
Total number of students: 300
Final Grade
SIA Course
Auditing Course
A
30%
25%
B+
15%
10%
B
5%
5%
C+
40%
25%
C
5%
20%
D
5%
15%
As seen from Table 1, there are 5% of students in SIA Course and 15% of students in Auditing Course
who were unable to pass the courses due to the campus’s policy not to pass those who score below C. On the
other hand, the lecturers have reached a concensus that bigger number of students have to achieve the best
grade, i.e. A, in the two courses by the end of the semester of 2015 academic year.
Therefore, as mandated by the HELTS, a new teaching strategy on the basis of student-centered teaching and
learning principle is to be implemented. The aim of this study is to investigate the implementation of Problem
International Journal of Management and Administrative Sciences (IJMAS)
(ISSN: 2225-7225)
Vol. 3, No. 09, (48-56)
www.ijmas.org
Copyright ©Pakistan Society of Business and Management Research
50
Based Learning (PBL) conjoined with Cooperative Learning principles in the two courses in order to increase
the students’ achievement.
2. LITERATURE REVIEW
Project Based Learning
Project Based Learning (PBL) is an approach or strategy of learning designed to bring students of
higher education closer to the world of work with the project to make a report on the observation of the
world of business and industry as one of the tasks of the implementation of this approach. Project Based
Learning will be effective if supported by technology, such as multimedia and props. Both are intended to
improve the quality of project results from the implementation of Project Based Learning.
The results obtained from the implementation of Project Based Learning are not only in the form of a
written report (text) but also through the presentation with multimedia that can be displayed through a
combination of graphics, photos, slides, tape, animation, video, and audio and props or often referered as e-
learning. This presentation can be displayed via the personally-designed website, computer presentation, or
video program (San Mateo County Office of Education, 2001). With the strategy, learning skills of students is
expected to increase and according to the specifications required by the labor market in relevant job areas.
Some of the aspects that distinguish Project Based Learning with traditional learning, according to Thomas et
al. (2004) are presented in Table 2.
Table 2. Differences between Project Based Learning and Traditional Learning
EDUCATION ASPECT
TRADITIONAL LEARNING
PROJECT BASED LEARNING
Curriculum
Content
Comprehension
Knowledge about facts
Understanding of concepts and
principles
Learn “building-block” in isolation
Developing skills on complex problem
solving
Scope and Stage
Follow the curriculum strictly
Follow learners’ interest
From block to block or unit to unit
Larger units are formed from complex
issues and problems
Centered, based on discipline
Diverged, interdisciplinary
Role of lectures
Lecturing
Provide source of learning materials
and participant in learning
The master
As partner
Assessment
Product
Process and product
Score from tests
Real achievement
Comparing one another
Standard performance and
development from time to time
Reproduction of information
Demonstration of understanding
Learning Materials
Text, lecturing, presentation
Authentic sources, textbooks,
interview, documents, etc.
Activities and worksheet
developed by teachers
Data and materials developed by
students
Technology Used
Supporting, peripheral
Main, integral
Teacher centered
Student centered
For extensive teachers’
presentation
For extensive students’ presentation or
strengthen learning
Classroom Context
Students work by themselves
Students work in groups
Competitive
Collaborative
Students get information from
teachers
Students construct, contribute, and
synthesize information
International Journal of Management and Administrative Sciences (IJMAS)
(ISSN: 2225-7225)
Vol. 3, No. 09, (48-56)
www.ijmas.org
Copyright ©Pakistan Society of Business and Management Research
51
Role of Learners
Students do teachers’ command
Students do independent learning
Remember and memorize
information
Analyst, integrator, and presenter of
ideas
Students accept and finish
assignment in form of short
reports
Students decide their own tasks and
work independently
Short-Term Objectives
Knowledge on facts, terms, and
content
Understanding and application of
complex ideas and process
Long-Term Objectives
Width of knowledge
Depth of knowledge
Graduates mastering knowledge
and successful in completing
standard tests
Graduates with attitude and skills, who
can develop themselves independently
and perform lifelong learning
Upon the implementation of PBL in classes, particularly those of higher education, some advantages
can be derived. First, it will increase students’ motivation. Written reports about the project say that students
strive to achieve the objectives of the project (Kamdi, 2010). Teachers also report low absenteeism and high
punctuality. Students report that learning in the project is more fun than the other components of the
curriculum.
Second, it will improve the ability to solve problems. Research on the development of high-level
cognitive skills of the students stresses the need for students to engage in problem-solving tasks and the need
for specialized learning to find and solve problems (Kamdi, 2010). Many sources describing project-based
learning environment make students become more active and managed to solve complex problems.
Third, it will increase the collaborative skills. Group work in a project requires students to develop
and practice communication skills. Cooperative working group, student evaluations, and online information
exchange are collaborative aspects of a project. New cognitive theories and constructivist insist that learning
is a social phenomenon, and that students will learn more in a collaborative environment.
Finally, it will improve the skills to manage resources. Part of being an independent student is
responsible for completing a complex task. Project Based Learning implemented properly gives chances for
students to learn and practice in organizing the project, and make the allocation of time and other resources
such as equipment to complete the task.
Cooperative Learning
In reality, students interact in three basic ways with each other: competitive, individualistic, or
cooperative. Students may choose to compete to see who the best are, exacerbate the individualistic work to
achieve the goal without giving attention to other students, or work together and paying each other attention.
The latter is what is now called as Cooperative Learning (CL).
CL model is a series of activities conducted by students in certain groups to achieve learning
objectives formulated. Smith and MacGregor define cooperative learning as the most carefully structured end
of the collaborative learning continuum(1992). Furthermore, Johnson, Johnson and Holubec define
cooperative learning as "the instructional use of small groups so that students work together to maximize
their own and each other’s learning” (in Phipps et al., 2001).Various research on cooperative learning
demonstrate consistent results that cooperative learning will improve achievement, more positive
interpersonal relationships, and higher self-esteem compared to competitive or individualistic efforts (Phipps
et al., 2001).
Cooperative learning efforts are expected to be more productive than competitive or individualistic
efforts, when done under certain conditions. Such a condition is a basic element of cooperative learning
including the need for positive independence, face-to-face interaction, individual accountability, use of
collaborative skills, and group processing.
The four important elements in cooperative learning are (1) the participants in the group, (2) the
rules of the group, (3) efforts to learn in each group, and (4) the goals to be achieved in the study group.
Learning is based on grouping system of small team, which is between 2 to 4 people, who have a background
in academic ability, of different gender, race, or ethnicity (heterogeneous), systems assessment made against
the group. Each group will receive reward if the group shows the required achievement. The formation of this
International Journal of Management and Administrative Sciences (IJMAS)
(ISSN: 2225-7225)
Vol. 3, No. 09, (48-56)
www.ijmas.org
Copyright ©Pakistan Society of Business and Management Research
52
group aims to provide opportunities for all students to be actively involved in the process of thinking and
learning.
Learning goals of cooperative learning among others are to develop various capabilities as follows:
(1) communication skills, which is basically about the abilities of understanding meaning of what is heard,
read, seen, kissed, touched, or done and then explain the meaning or significance with the language or words
to be understood by other people;(2) initiative and creativity, which is essentially a willingness or courage to
do new things or new ways in solving problems; and (3) synergy or cooperation, which refers to the spirit
and the willingness to act together with others in groups in dealing with an activity that is consciously
designed together to obtain the greatest benefit.
Kamdi (2010) has carried out research on student active learning and Project Based Learning. The
results show that the method is appropriate to be applied to vocational education as students will be more
aware to practice or apply it in real world.
3. RESEARCH METHOD
The study employees a Classroom Action Research design in accordance with the Lewin Model
(Kemmis & Carr, 2005), while the data are displayed qualitatively. Classroom Action Research is a form of
reflective research aimed to improve the work, understand the work and the situation in which this work was
done, including the field of education (Kemmis & Carr, 2005).Classroom Action Research is also described as
a dynamic process in which all four aspects, namely planning, implementation, observation, and reflection
should be understood not as the static steps, resolved by itself, but rather are in a spiral shape associated with
planning, implementation, observation, and reflection (Kemmis & Taggart, 1988).
Figure 1. The Action Research Spiral (Kemmis &McTaggart, 1999)
Revised Plan
The subjects in this study are 300 students of Accounting Department of POLINEMA engaged in SIA
and Auditing Courses. This study is planned to involve industry, i.e Small-Medium Enterprises, for the sake of
involving the students in real-wold works (under the principle of PBL), carried out in groups (under the
principle of CL). Data collection methods are interviews on the subjects and documentation. Data analysis
technique is carried out by identifying the problems that occur in the classroom, checking the in the field,
then making learning project plans, implementation, and observation.
REVISED PPLAN
REFLECT
ACT & OBSERVE
PLAN
REFLECT
ACT & OBSERVE
International Journal of Management and Administrative Sciences (IJMAS)
(ISSN: 2225-7225)
Vol. 3, No. 09, (48-56)
www.ijmas.org
Copyright ©Pakistan Society of Business and Management Research
53
In particular, among the 16 weeks of formal classroom meetings, 10 of them are spent in the
classroom to strengthen the theoretical foundation of each course. Then the rest meetings are spent by giving
the students a project to engage in a real case from the industrial world in groups. Each group, which consists
of three students, is to design and create a financial report in the company the group is working with. The
design is based on the theories and concepts that have been taught in the classroom or in accordance with the
competency-based curriculum or in accordance with the teaching materials that have been made by the
lecturer. The project to design systems will help the company in making financial reports because many SME
that do not have an accounting system, so they find it difficult to prepare its financial statements. In the
Auditing Course, students are given case or matter to be able to audit a company’s financial statements and
then make the paper work, and give the auditor’s opinion on the results of audits that have been performed
by the students.
Finally, the groups are asked to present their project result in the classroom in front of the lecturers
and the other groups. The success of the students will be indicated through a series of assessment methods,
namely pre-test, quiz, mid-test, daily test, final test, and project based learning tasks. The combination of the
scores from each method is to be converted into the final grade according to the campus’ policy (Table 3).
Tabel 3.Conversion of Students’ Final Scores
Interval of Final Score
Final Grade
80-100
A
71-79
B+
66-70
B
61-65
C+
51-60
C
40-50
D
0-39
E
4. RESULTS AND DISCUSSION
Following the implementation of the PBL conjoined with CL in SIA and Auditing courses, the students
experience an increase in their achievement. Table 4 shows the the percentage of students who managed to
achieve each final grade at the end of the course in 2015.
Table 4. Percentage of Students’ Achievement in SIA and Auditing Course 2015
Total number of students: 300
Final Grade
SIA Course
Auditing Course
A
85%
80%
B+
10%
15%
B
5%
5%
C+
5%
-
C
-
-
D
-
-
The results show that there is a significant increase on the students’ achievement in the courses. As
indicated in Table 4, there is not a single student that achieves final grade of C and D in SIA course, while in
Auditing course all students managed to achieve the grades above C+. This means that all students not only
pass the course, but also obtain a satisfying result for themselves.
Moreover, as many as 90% of the students agree that the implementation of PBL and CLmakes them
more active, innovative, creative, effective and fun. They feel that they have grown more competence in SIA
and Auditing courses both in knowledge and skills. Meanwhile, the remaining 10% are still happy with the
traditional teaching or lecturing method. The following are some excerpts of the students’ comments on the
implementation of PBL and CL in their classes.
International Journal of Management and Administrative Sciences (IJMAS)
(ISSN: 2225-7225)
Vol. 3, No. 09, (48-56)
www.ijmas.org
Copyright ©Pakistan Society of Business and Management Research
54
“I think SIA and Auditingcourses using Project Based Learning are more accurate, efficient
because it is directly connected in the world of work. We understand the materials easily,
especially with the module, materials, and multimedia in the form of power point animation.
Anything that is done directly or practice will be easier than simply studying theory. And this
also trains the skills at work later.” (Anggun Rikmawati)
“In my opinion, SIA and Auditing courses using PBL make me become better informed as a
result of the learning, which is not only theoretical but also practical to develop a system of
accounting information in manufacturing companies, service, or trade. Not only that, we also
can know the weaknesses of the system created so we can improve the system. Learning
becomes more fun and easy by using modules and multimedia.” (Lisna Hilmiyanti)
”In my opinion, the PBL is effective, it could make the students be more creative and
innovative. In addition, we can apply SIA theory in the project, and we are involved directly
in the learning project.” (Dinda Ayu Kristalia)
”In my opinion, SIA and Auditing courses using Project Based Learning is more appropriate,
as I become more familiar to practice to prepare financial statements in a company. Not only
that, I can also understand the system deficiencies that have been made by the company. So I
can fix the system to make it better.” (Leila Nur Chasanah)
”I think SIA and Auditing Course by using ProjectBased Learning and multimedia make the
students more active and creative; it is an effective teaching, innovative, fun, encouraging
students to understand the material to apply to the world of work.” (Erza Putra Rizky R)
”In my opinion, Project Based Learning is effective because the projects help students to
practice and apply theories to the company or the real world. The use of multimedia (power
point) with animation is good enough so that students will be more interested in
understanding the material.” (Rizki Tri Anugrahsari)
”SIA is a subject which can be considered boring, but with the Project Based Learning, it
becomesunderstandable. I become close to the teacher and classmates. I enjoy the material.
The power point and an interesting animation can add excitement in learning. Modules
prepared makes it easier to learn or explore SIA.” (Iritan Permata Sandy)
”In my opinion, SIA and Auditing Course using Project Based Learning is more fun. I am more
familiar with the practical way to prepare financial statements in a company. And not only
that, I understand more about strengths and weaknesses of SIA that had been developed by
the company. I can fix the flaws of SIA developed by thecompany with this project. In
essence, I am very happy and I strongly support this project.” (Dwi Argo Putro)
”The Project Based Learning has helped me to better understand and grasp the concept and
application of the design of SIA in the company. The SIA design helps the company in record
of the transactions carried out and more efficient in its use. The learning becomes more
interesting for me because it deals not only with theoretical concept but also with immediate
projects in the context of the company that made me better understand SIA application in
the workplace.” (Othy Happy D.S)
”SIA and Auditing is one of the subjects that need a total concentration because of many
theories that must be understood. In its application using Project Based Learning with the
use of materials and multimedia, it becomes more effective. I feel very comfortable with the
methods applied, because it helps in understanding and application of theory into practice
ofmaking financial reports of a business entity.” (Dita Octavia P)
International Journal of Management and Administrative Sciences (IJMAS)
(ISSN: 2225-7225)
Vol. 3, No. 09, (48-56)
www.ijmas.org
Copyright ©Pakistan Society of Business and Management Research
55
”Learning SIA and Auditing with Project Based Learning makes students better understand
the concepts and application to the world of work. Modules and materials are also very
supportive and the use of multimedia with a power point and animations are also very
helpful in the understanding of theoretical concepts.” (Rizky Putri)
5. CONCLUSION
To sum up, the implementation of PBL conjoined with CL in SIA and Auditing courses at POLINEMA is
considered successful. With the newly strategy of teaching and learning in the courses, the campus can expect
more competent and anthusiastic students in learning both courses as shown by significant increase in the
students’ final grades at the end of the semester. Previously, the classroom activities in the courses were
considered as conventional since they create nothing more than boredom. However, after this study is
conducted, the students feel happier with the learning atmosphere as they can engage in real world by
accomplishing certain projects.
International Journal of Management and Administrative Sciences (IJMAS)
(ISSN: 2225-7225)
Vol. 3, No. 09, (48-56)
www.ijmas.org
Copyright ©Pakistan Society of Business and Management Research
56
REFERENCES
[1]. Kemmis, S. and Carr, W. 2005. Penelitian Tindakan Kelas. Bandung.
[2]. Kamdi, W. 2010. Project Based Learning.Unpublished Thesis. Malang: Universitas Negeri Malang
[3]. Smith, B.L. and MacGregor, J. 1992. Collaborative Learning: A Sourcebook for Higher Education.
University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment (NTCLA):
9-22.
[4]. Phipps, M., Phipps, C., Kask, S., and Higgins, S. 2001. University Students’ Perceptions of Cooperative
Learning: Implications for Administrators and Instructors. Journal of Experiential Education, 24: 14-
21.
[5]. Kemmis, S. and McTaggart, R. 1999. The Action Research Planner. Victoria: Deakin University Press.
