Cypriot Journal of Educational Sciences

Yazarlar: Hardika Hardika, Ahmad Zabidi Bin Abdur Razak, Dila Umnia Soraya, Eny Nur Aisyah, Tomas Iriyanto, Juharyanto Juharyanto

Konular:-

DOI:10.18844/cjes.v16i5.6240

Anahtar Kelimeler:Learning outcomes’ standards,Disruptive era,Faculties

Özet: In several universities in Indonesia, lecturers are accustomed to developing learning outcomes’ standards without the involvement of students in the formulation, although the students have many ideas about learning outcomes that are relevant to their needs. This study aimed to analyse the student learning outcomes’ standards in a disruptive era based on the students’ perspective from 9 faculties of several universities in Indonesia. The research method used was a quantitative approach, with 1059 student participants. Data were collected using a questionnaire with close-ended questions, and normality was analysed using the Shapiro–Wilk test and one-way analysis of variance test to determine the differences in learning outcomes’ standards between faculties. The achievements of disruptive learning at several universities in Indonesia are relatively high. However, there is an extreme distance in the level of disruptive learning achievement between faculties, due to the diversity of lecturers in understanding disruptive learning.   Keywords: Learning outcomes’ standards, disruptive era, faculties

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