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Referen
Cooper, L Wor
prac Ku, H., T
Cheevadh A
G Prac
Proc on E
Martin, A How
Lear sup
students weree sed as a baselin
ogram. Studen ge of a g
ntly increased of team workin
derstanding” a n activity-bas
familiarity a Results from
nce of the cam k skill, self-
ication skill.
ces
L., Orrell, J.,B rk Integrated L
ctice 1sted.. N Thonglek, S., T
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ctice School M ceedings of the
Engineering Ed A., Hughes, H
w to Make the M rning:A guide f
upervisors. New evaluated in th
ne for improve nts also indic
good technica after the train
ng, which cons and “learning
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and other-un
Bowden, M. 2 Learning: A gui
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Model in Thailan e 2005 Regiona
ducation, Joho H. 2009.
Most of Work I for students, le
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al presentati ning.Based on
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Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
21-24
2014
208
Improving Cognitive Engagement through Open-Ended Experiential Learning Cases
Empirical Evidence in Yogyakarta State University-Indonesia
Ismani
Faculty of Economics, Yogyakarta State University Karangmalang, Yogyakarta, Indonesia
Andian Ari Istiningrum
Faculty of Economics, Yogyakarta State University Karangmalang, Yogyakarta, Indonesia
aa_istiningrumyahoo.com
AnnisaRatna Sari
Faculty of Economics, Yogyakarta State University Karangmalang, Yogyakarta, Indonesia
mbak_annisayahoo.com
AdengPustikaningsih
Faculty of Economics, Yogyakarta State University Karangmalang, Yogyakarta, Indonesia
Abstract
The aim of this research is to improve Cognitive Engagement for accounting students in Yogyakarta
State University through the implementation of Open- Ended Experiential Learning Cases. To achieve this
aim, an action research was conducted in an intermediate financial accounting course. Students
enrolling this course study the international financial reporting standards IFRS. This standard is the new
standard that has been adapted in Indonesia since 2012. Research usedKemmis and Mc Taggart model
that consisted of two cycles. The first cycle was conducted to improve students’ Cognitive
Engagement in measuring inventory cost, while the second cycle was to value inventory. The data were
collected by using test and questionnaireand analyzed by using descriptive statistics to find the information
of the level of Cognitive Engagement. The result shows that there is an improvement in students’
Cognitive Engagement for the indicators students’ persistence, focus, full absorption, and mastering
knowledge. However, the students’ effort that is also one indicator of Cognitive Engagement is still
difficult to be improved in this research.
Keywords: Cognitive Engagement, Open Ended
Experiential Learning Cases
1. Introduction