Open AccessAnalysis of student learning outcomes’ standards in lecturers in the perspective of a disruptive era
Author(s) -
Hardika Hardika,
Ahmad Zabidi Bin Abdur Razak,
Dila Umnia Soraya,
Eny Nur Aisyah,
Tomas Iriyanto,
Juharyanto Juharyanto
Publication year - 2021
Publication title -
cypriot journal of educational sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.22
H-Index - 5
eISSN - 1305-905X
pISSN - 1305-9076
DOI - 10.18844/cjes.v16i5.6240
Subject(s) - perspective (graphical) , psychology , mathematics education , test (biology) , normality , diversity (politics) , pedagogy , medical education , sociology , computer science , social psychology , medicine , paleontology , artificial intelligence , anthropology , biology
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