IMPLEMENTING ROLE-PLAY LEARNING IN A BANK ACCOUNTING COURSE

Nanang Shonhadji

doi:10.14414/tiar.v1i01.431

Abstract

This paper describes the implementation of Role-Play Learning (RPL) in a bank accounting course at Perbanas Business School. The purpose of this is to enhance students'understanding and learning ability. In this approach information about the individual students, their thoughts, emotions and body language are studied as part of the learning methodologt. The sample studied was made up of 210 students of the bank accounting course in the Perbanas Business School. They were required to use the bank accounting information system in all of their study assignments. The results show that this approach had instigated action-learning and the use of the bank accounting information system had helped students to complete all requirements of their assignments. In addition it was also observed that teacher-students interactions were increased while students'passivity and boredom significantly reduced, Importantly, it also highlights the importance of continuous teacher upgrading.

Highlights

Learning (RPL) in a bank accountstudents'understanding and learning ability
A student was one way, but on the students' Role play based leaming have been imactivity, the students became the center of plementing by using bank accounting inforthe learning process formed are capa- mationsystematbankaccountinglaboratory ble of teaching and learning process to align to simulate all of task and examine in bank two-way communication between lecturers accounting course to the students
From the above table I we could known that the experience of process leaming quality and functional integrity through Role Play Based Leaming was much better than teaching centered leaming to leam bank accounting course

Summary

INTRODUCTION

Accounting developments in the banking in- as one of the courses must be taken by studustries at this moment spur educational in- dents after they have passed taking introstitutions to develop learning methods with ductory accounting courses. A student was one way, but on the students' Role play based leaming have been imactivity, the students became the center of plementing by using bank accounting inforthe learning process formed are capa- mationsystematbankaccountinglaboratory ble of teaching and learning process to align to simulate all of task and examine in bank two-way communication between lecturers accounting course to the students. In summary it appears from the literature that some view student-centered leaming as: the concept of the student's choice in their education; others see it as the being about the student doing more than the lecturer (active versus passive leaming); while others have a much broader definition which includes both of these concept, but in addition describe the shift in the power of relationship between the student and the teacher transmitting knowledge, from the expert to the novice (TC- Leaming). The students have a little chance to create and innovate their knowledge and skill

Learning process only doing in the class room

Methodology

SSN 2086‐ 3802

Summary