Puspita Maelani, Najmudin, Asep Yana Yusyama, Dini Martinda Lestari

Peningkatan Keterampilan Pemahaman Melalui Implementasi Model Direct Learning Dengan Media Virtual Trading

Introduction

Peningkatan keterampilan pemahaman melalui implementasi model direct learning dengan media virtual trading. Penelitian ini menganalisis peningkatan keterampilan pemahaman mahasiswa akuntansi pada analisis investasi & portofolio. Menguji model direct learning dengan virtual trading vs. diskusi.

Abstract

Penelitan bertujuan untuk mengetahui dan menganalisis apakah terdapat perbedaan keterampilan kemampuan pemahaman mahasiswa pada kelas eksperimen dengan menggunakan direct learning berbasis virtual trading dan kelas kontrol yang menggunakan pembelajaran diskusi pada mata kuliah analisis investasi dan portofolio pada saat pretest, posttest dan N-Gain. Metode penelitian ini menggunakan metode kuantitatif Quasi Eksperimen, sampel dan populasi mahasiswa akuntansi yang mengampu mata kuliah analisisi investasi dan portofolio. Hasil penelitian tidak terdapat perbedaan keterampilan pemahaman pada kelas eksperimen dan kontrol. Kedua terdapat perbedaaan keterampilan kemampuan pemahaman dan yang ketiga terdapat perbedaan peningkatan keterampilan pemahaman mahasiswa pada kelas eksperimen yang menggunakan model pembelajaran direct learning berbasis virtual trading dan kelas eksperimen yang menggunakan pembelajaran diskusi pada mata kuliah investasi dan portofolio.

Review

This study investigates the effectiveness of integrating a Direct Learning model with Virtual Trading media to enhance student comprehension skills in Investment and Portfolio Analysis courses. Employing a quantitative quasi-experimental design, the research compares an experimental group utilizing the innovative virtual trading approach against a control group engaging in traditional discussion-based learning. The aim is to ascertain differences in comprehension skills at pre-test, post-test, and N-Gain stages. The endeavor to explore contemporary and engaging pedagogical methods in finance education, particularly through virtual trading simulations, is commendable and highly relevant for preparing students for practical financial scenarios. The methodological approach of a quasi-experiment, complete with pre-test, post-test, and N-Gain analysis, provides a solid framework for evaluating the intervention's impact. The use of 'virtual trading' as an instructional medium is particularly noteworthy, offering an experiential learning dimension that can significantly boost engagement and practical understanding in complex subjects like investment analysis. Comparing this dynamic approach with a conventional discussion method also sets a good stage for identifying potential benefits. The study's focus on 'pemahaman' (comprehension) as a key outcome aligns well with the foundational knowledge required in finance. However, the abstract presents a degree of ambiguity and apparent contradiction in its summary of findings that requires significant clarification. It initially states 'no difference in comprehension skills' between the experimental and control groups. This is then followed by a claim of 'a difference in comprehension skill ability,' and subsequently 'a difference in the *increase* in student comprehension skills' where the latter comparison seems to be between the 'experimental class' and another 'experimental class using discussion learning,' which contradicts the earlier setup of an experimental vs. control group. For the abstract to effectively convey the study's conclusions, these results need to be precisely and consistently articulated, clearly defining which groups are being compared at each stage (e.g., pre-test scores, post-test scores, or gain scores) and what specific differences were found. Resolving this contradiction is essential for understanding the true contribution and implications of this otherwise well-intended and relevant study.

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