Designing Inquiry-Based Expertise Sharing Model to Enhance Graduate Employability in Higher Education Institutions

Autor/inn/en	Noperman, Feri; Arsyad, Safnil; Dalifa, Endang Widi Winarni; Purwandari, Endina Putri
Titel	Designing Inquiry-Based Expertise Sharing Model to Enhance Graduate Employability in Higher Education Institutions
Quelle	8 (2020) 1, S.18-38 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-4489
Schlagwörter	Foreign Countries; Active Learning; Inquiry; Expertise; Models; Employment Potential; Student Attitudes; College Graduates; Transfer of Training; Skill Development; Preservice Teachers; Elementary School Teachers; Pedagogical Content Knowledge; Sharing Behavior; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Expert appraisal; Analogiemodell; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schülerverhalten; Hochschulabsolvent; Hochschulabsolventin; Training; Transfer; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Indonesien
Abstract	This study aims to design Inquiry-Based Expertise Sharing (IBES) as a comprehensive active learning model in higher education, and then to examine its strengths and challenges in enhancing graduate employability. This research was conducted by a combination of qualitative and quantitative methods. There were two phases namely developing a pilot project and conducting experimental testing. In first phase, an initial comprehensive learning framework was developed by combining and integrating Jigsaw, Inquiry-Based Learning, and Knowledge Sharing as a framework named Inquiry-Based Expertise Sharing (IBES). In the second phase, the revised IBES was experimentally tested in the same course but different students using quasi-experiment method and the matching only pre-test post-test control group design. To examine the strength of IBES, the main data was collected namely students' achievement and perception. Students' achievement was measured by the multiple-choice questions sheet, while students' perception data was gathered by the questionnaire sheet. The result shows that students' achievement mean score in the experimental group was 75.7 which is higher than the control group that its mean score was 58.73. Students' perception result showed that more than 70% of students have positive responses toward the IBES in all aspects including curiosity, inquiry skills, teamwork attitudes, collaborations, interdependence, and communication skills. The challenges of IBES are the diversity of students' backgrounds, the lack of curiosity, the lack of prior knowledge, the lack of confidence, and the lack of communication skills. Some recommendations for the effectiveness of implementation of IBES will be given. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01