AoSSaGCJ, Vol. 4, Issue 2, (2024) page 45-53

Academy of Social Science and Global Citizenship Journal

2988-7968 (Online)

Journal Homepage: https://jurnal.ucy.ac.id/index.php/AoSSaGCJ/index

10.47200/aossagcj.v4i2.2682 aossagcj@gmail.com

Analysis of Learning Models in Secondary Schools to

Improve the Quality of Student Education

Suwandi

a,1

, Riska Putri

b,2

, Sri Utaminingsih

c,3

a,b,c

Pancasila and Citizenship Education Study Program, Faculty of Teacher Training and Education,

Pamulang University

[email protected];

rizkaputri471@gmail.com;

[email protected]c.id

INFO ARTIKEL

ABSTRACT

Sejarah Artikel:

Diterima: 24 July 2024

Direvisi: 20 September 2024

Disetujui: 27 November 2024

Tersedia Daring: 1 December 2024

This research examines various learning models implemented in

secondary schools in different countries and their impact on the quality

of education. In the context of globalization and rapid changes in the

world of work, education is expected to develop skills relevant to

future challenges. This research analyzes seven main learning models

that have been proven effective in various countries, namely

competency-based models, project-based learning, flipped classroom,

inquiry-based learning, collaborative learning, problem-based learning,

and technology-based models. Each model has its own characteristics

and advantages, and is applied based on local needs and context.

Competency-based models, for example, focus on developing students'

practical skills needed in the world of work, while flipped classroom

and technology-based models provide flexibility in material delivery

and allow for more interactive learning. This study uses a literature

study approach to collect data and information related to the

implementation of these learning models. The results show that the

implementation of the right learning model can improve students'

motivation, engagement and learning outcomes. Other important

factors are infrastructure readiness, teacher training, and education

policy support for learning innovation. In Indonesia, the adaptation of

these models can improve the quality of education at the secondary

school level, provided that there are supporting policies and training

for educators. This research provides recommendations for the

development of more innovative and skills-based education policies to

prepare young people for global challenges.

Keywords:

Learning Model

Secondary School

Education Polic

This is an open access article under CC BY-SA license

How to Cite: Suwandi, Putri, R., & Utaminingsih, S. (2024). Analysis of Learning Models in

Secondary Schools to Improve the Quality of Student Education. Academy of

Social Science and Global Citizenship Journal, 4(2), 45–53.

https://doi.org/10.47200/aossagcj.v4i2.2682

1. Introduction

Education is one of the main pillars in the development of a country, because through

education, a country can produce qualified generations who are able to compete at the global

level (Yang & Xiu, 2023). The learning model applied in schools plays an important role in

determining the quality of education. Effective education is not only seen from the amount of

material learned, but more on how the teaching and learning process takes place, how students

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Suwandi et.al (Analysis of Learning Models in….)

interact with the material and with each other, and how the teacher is able to facilitate the

development of students' skills and knowledge as a whole (Ding, 2021). Therefore, the

application of the right learning model is very important to create deep and meaningful

learning for students.

In many countries, there are various learning models that are implemented with the aim of

responding to various existing educational challenges. These models are designed to not only

focus on knowledge transfer, but also to develop students' life skills, emotional intelligence

and critical abilities (UNESCO et al., 2021). Some popular learning models include Project-

Based Learning (PBL), Inquiry-Based Learning (IBL), Blended Learning, Flipped Classroom,

and Gamification, all of which aim to create learning experiences that are more interactive,

participatory, and relevant to students' real lives (Huang et al., 2023). These models are being

implemented in various countries with the hope of facilitating the development of 21st century

skills which include creativity, collaboration, communication, and problem solving (Smith et

al., 2022).

However, while many models have been implemented with enthusiasm, the reality is that

not all of these learning models have been effectively implemented in all countries (Köpeczi-

Bócz, 2024). The success or failure of implementing learning models is strongly influenced by

various contextual factors, such as educational culture, infrastructure readiness, teacher quality

and training, and parental participation in children's education (Segura-Robles et al., 2020).

Therefore, this study aims to explore and analyze the implementation of various learning

models in different countries by assessing the factors that influence their success. This

research will provide a clearer picture of whether certain learning models are more effective in

certain countries and how the local context affects educational outcomes.

Project-Based Learning (PBL) is one of the most popular learning models that has been

implemented in many countries, such as the United States, Australia, and several countries in

Europe. This model requires students to work in groups to complete projects based on real

problems (Haatainen & Aksela, 2021). In PBL, students learn collaboratively, take an active

role in their learning, and solve problems relevant to the real world. This model can improve

students' critical thinking skills, creativity, and communication and cooperation abilities

(Zhang & Ma, 2023). In countries such as the United States and Canada, PBL is often used to

introduce more complex concepts through hands-on experience, focusing on more applied

problem solving (Thomas, 2000).

Meanwhile, Inquiry-Based Learning (IBL) emphasizes on question-based learning, where

students are invited to explore knowledge independently by conducting investigations and

experiments (Aguila & Ricafort, 2023). In countries such as Finland and Australia, IBL is

applied to develop students' critical thinking and investigative skills. This model gives students

the freedom to define their own research questions and seek answers through conversations,

research, and experiments. IBL encourages students to become more active learners and take

responsibility for their own learning process. As a result, IBL can strengthen students' natural

curiosity and develop their ability to analyze information more deeply (Bekteshi et al., 2023).

Blended Learning is a learning model that combines face-to-face classroom learning and

online learning. This model provides students with flexibility in accessing learning materials,

allowing them to learn anytime and anywhere (Cao, 2023). Countries such as the UK and

Singapore have implemented Blended Learning to facilitate students in utilizing digital

technology to enhance their understanding of the subject matter. In Blended Learning, students

can access learning videos, discussion forums and online tests that help them learn in a more

varied way and according to their individual learning styles (GEM Report UNESCO, 2023).

The advantage of this model is its ability to provide a more flexible and personalized learning

experience, which accommodates the needs of students with diverse backgrounds.

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Flipped Classroom is a learning model that reverses the tradition of conventional learning,

where students first study the subject matter independently outside of school hours using

learning videos or other resources, then in class they engage in discussion and application of

the concepts through various practical activities (Kepler College, Kigali, Rwanda &

Dusengimana, 2023). This model is widely applied in developed countries such as the United

States, the Netherlands, and Australia. In Flipped Classroom, the teacher's role focuses more

on facilitating discussions, providing feedback, and guiding students in applying the concepts

they have learned independently. This model is proven to be effective in increasing student

engagement and their understanding of the material, as well as encouraging students to

become more independent in the learning process (Bai, 2023).

One other learning model that is gaining popularity is Gamification, which involves using

game elements in the learning process to increase student motivation and engagement

(Jaramillo-Mediavilla et al., 2024). Countries such as Japan and South Korea are starting to

implement Gamification in their classrooms with the aim of turning learning into a more fun

and engaging activity for students. Through Gamification, students not only learn academic

material but can also hone skills such as cooperation, communication, and problem solving in

a fun and non-monotonous context (Papadakis & Kalogiannakis, 2023). For example, students

are given game-based challenges that encourage them to cooperate with their classmates and

solve problems within a limited time.

However, while these models offer various advantages, major challenges in their

implementation remain. One of the main challenges is the readiness of adequate infrastructure

and technology, especially in developing countries. Limited access to technology and

inadequate teacher training can hinder the effective implementation of these learning models.

In addition, cultural factors also greatly influence how a model is accepted by society and

implemented in schools. For example, in some countries, models that require major changes in

traditional approaches may face resistance from teachers and parents who are more

accustomed to the existing education system (Sabornido et al., 2022).

This research is important to provide insight into the implementation of different learning

models in different countries, as well as analyzing their challenges and successes. By knowing

the advantages and disadvantages of each model, it is hoped that countries can be wiser in

choosing a model that suits their conditions and needs. In addition, this research also aims to

provide recommendations for education policies that are more responsive to changing times,

which will help advance the quality of education in developing countries, such as Indonesia.

Therefore, this research not only provides information on various learning models that have

been implemented abroad, but also provides an overview of how these models can be adapted

to the local context in Indonesia.

2. Method

This research uses the literature study method to identify and analyze the application of

learning models used in various countries and their impact on learning outcomes in secondary

schools. This literature study approach was chosen because it allows researchers to gain in-

depth insights by collecting and analyzing secondary data that already exists in scientific

literature related to the topic under study. As stated by Creswell (2014), literature review is an

effective method for reviewing relevant research results to identify trends, patterns and gaps in

a particular field (Creswell, 2014). In this case, the research did not involve direct primary data

collection, but relied on analyzing relevant and verified previous research results.

The data sources used in this research are scientific journals, articles, research reports, and

books that discuss the implementation of learning models at the secondary education level.

These sources were selected based on their credibility and relevance to the research topic.

Some of the international databases referenced to locate these sources include Scopus, ERIC,

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and Google Scholar, which are widely recognized for the quality and reliability of the data

they present. In addition, reports from international education organizations such as UNESCO

and OECD were also important references. UNESCO has provided many guidelines on global

education, including learning models that can be adapted in different countries. Reports from

the OECD often contain comparative analysis of education policies and best practices

implemented in their member countries, providing insights into the influence of different

learning models on educational outcomes (OECD, 2022).

The literature study method allows researchers to identify different learning models

implemented in countries with different education systems, as well as to understand the factors

that influence the success or failure of the implementation of these models (Ohene, 2023).

Thomas (2000) states that through this approach, researchers can analyze the application of

learning theories in a practical context, identifying the benefits and challenges that arise from

the implementation of these models. In this study, the main focus is on seven learning models

that have been widely implemented, namely competency-based models, project-based

learning, flipped classroom, inquiry-based learning, collaborative learning models, problem-

based learning, and technology-based learning models.

The data collected from the various sources were then analyzed narratively. As suggested

by Sukhera (2022), narrative analysis allows the researcher to organize findings from various

literatures and connect them to provide a broader picture of the phenomenon under study

(Sukhera, 2022). The researcher connects findings from the literature to describe how learning

models are implemented in different countries and their impact on education quality, student

engagement and learning outcomes. The research also assesses the challenges faced by

countries in implementing these models, such as resource constraints, teacher readiness,

education infrastructure and resistance to change.

Furthermore, the results of this literature analysis will be discussed by referring to relevant

data findings and showing practical implications and recommendations for education policy

development in Indonesia. Flores et al. (2014) emphasize the importance of adapting learning

models based on local contexts to achieve maximum results (Flores et al., 2014). This study

seeks to compile a comprehensive picture of the application of learning models in developed

and developing countries and how they can be adapted to improve the quality of education in

Indonesia, especially in secondary schools.

By using this method, the researcher hopes to make a significant contribution to the

development of the education system in Indonesia, especially in the context of implementing

learning models that have proven effective at the international level. As stated by Kalb et al.

(2015), the application of appropriate and evidence-based learning models can have a positive

impact on the overall quality of education, if balanced with appropriate policy support and

readiness from various parties involved in education (Kalb et al., 2015).

3. Result and Discussion

Based on the results of literature studies conducted related to the application of learning

models in various countries, there are various findings that show the positive impact of the

application of these models, both in the context of increasing student engagement, critical

thinking skills, and in improving the overall quality of learning. However, it cannot be denied

that the implementation of these models also faces various challenges, both in terms of

infrastructure, teacher readiness, and the socio-cultural context in each country.

The following table summarizes the findings related to the implementation of the seven

learning models in different countries, including successes achieved, challenges faced and

sources that support these findings.

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Table 1. Summary of Findings on the Application of Learning Models in Different Countries

Learning

Model

Country

Success

Challenge

Source

Project-Based

Learning

United States,

Indonesia, India

Increase student engagement,

critical thinking skills, and real-

world problem solving.

Limited facilities and

teacher training, lack of

time for projects.

Martini et

al.,(2024)

Inquiry-Based

Learning

Finland,

Australia,

Indonesia

Improve students' ability to think

critically and independently in

research and experimentation.

Lack of teacher training and

resources for experiments.

Novianti &

Tersta, (2024)

Blended

Learning

Canada, UK,

Indonesia

Improve access to a wider range of

learning resources and facilitate

flexible learning.

Limited internet access and

devices in remote areas.

Alvarez, (2020)

Flipped

Classroom

United States,

Germany,

Indonesia

Efficiency of learning time,

increased discussion and direct

application of material in class.

Lack of readiness of

students and teachers in

adapting to this model.

Setren et al.,

(2021)

Collaborative

Learning

Sweden,

Netherlands,

Indonesia

Increased student engagement in

discussions and better understanding

of the subject matter.

Cultural barriers and teacher

preparedness in managing

large groups.

Trung & Truong

(2023)

Gamification

South Korea,

Japan, Indonesia

Increase students' motivation and

engagement in learning through the

element of play.

Limited equipment and

teacher training, and

technology infrastructure.

Sotirov et al.,

(2023)

Montessori

Method

Italy, United

States, Indonesia

Better development of independent

and social skills through

exploration-based learning.

Standardized curriculum

and limitations in teacher

training.

Azrial Syahrur

Ramadahn,

(2023)

The table above provides a brief overview of seven learning models that have been

implemented in various countries, as well as the successes and challenges faced in their

implementation. These models range from Project-Based Learning (PBL), Inquiry-Based

Learning (IBL), to approaches such as gamification and the Montessori Method. Below is an

in-depth explanation of each aspect in the table.

a. Project-Based Learning (PBL)

The implementation of Project-Based Learning (PBL) in secondary schools shows that

this model is highly effective in improving student engagement and critical thinking skills.

Based on studies conducted in the United States, PBL has been widely used in various high

schools with positive results. For example, in California, projects that focus on solving real

problems, such as sustainable urban design or environmental problem solving, have improved

students' ability to identify problems, design solutions and collaborate with their classmates.

Research results show that students who engage in this project-based learning have a deeper

understanding of the topics studied and tend to be more motivated to learn because they feel

connected to the real world (Martini et al., 2024).

However, despite its apparent effectiveness, PBL requires adequate facilities and well-

trained teachers. In some developing countries, such as Indonesia and India, limited facilities

and human resources are often a major challenge in implementing PBL. In Indonesia, for

example, some schools that tried to implement PBL complained of limited time and support

from school management, leading to a lack of sustainability of the program.

b. Inquiry-Based Learning (IBL)

The implementation of Inquiry-Based Learning (IBL) in countries such as Finland and

Australia has shown encouraging results, by improving students' ability to think critically and

conduct research independently. In Finland, for example, IBL is applied in science and math

subjects, where students are given the opportunity to ask their own questions and design

experiments to answer those questions. Research shows that students in Finland who learn

through IBL tend to have a deeper understanding of scientific concepts, because they do not

only passively receive information, but also actively seek answers through investigation and

experimentation (Novianti & Tersta, 2024).

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On the other hand, in some countries such as India, the implementation of IBL faces

several challenges, mainly related to teacher readiness and the availability of supportive

resources. Many teachers have not been trained to facilitate the inquiry process, which causes

difficulties in managing the class and ensuring all students are actively involved. Nonetheless,

the successful implementation of IBL in countries like Finland provides valuable lessons on

the importance of continuous teacher training and careful curriculum planning.

c. Blended Learning

Blended learning models that combine face-to-face and online learning have been

implemented in many countries, with varying results. In Canada and the UK, blended learning

is used to provide greater access to students, especially in remote areas with limited

educational infrastructure. For example, in Canada, some schools in rural areas are

implementing blended learning to facilitate students' access to a wider range of learning

materials, using online platforms to provide learning materials that can be accessed anytime

and anywhere. In the UK, blended learning is implemented in secondary schools to increase

student engagement by providing various learning resources accessible through technology

(Alvarez, 2020).

However, the biggest challenge in implementing blended learning is the limited access to

technology in some developing countries. In Indonesia, for example, limited internet access

and lack of digital devices in some areas are still barriers to the implementation of this model.

However, there are efforts from the government and non-governmental organizations to

improve technology infrastructure in schools in remote areas, which may accelerate the

implementation of blended learning in the near future.

d. Flipped Classroom

The implementation of flipped classrooms has shown promising results, especially in

developed countries such as the United States and Germany. In the United States, flipped

classrooms have been used at various levels of education to improve the efficiency of learning

time and provide more opportunities for students to discuss and collaborate in class. For

example, in some high schools in the US, students are given learning videos outside of class

that they have to watch before coming to class. Class time is used for discussion, problem-

solving and practical application of the concepts that have been learned through the videos

(Setren et al., 2021).

However, although the results have been very positive in some countries, this model faces

some obstacles in developing countries, including Indonesia. In Indonesia, most students are

not yet familiar with independent learning through videos or other online materials.

Therefore, although the flipped classroom has great potential, the biggest challenge is the

readiness of students and teachers in adapting this model. Teachers need to take the time to

provide additional support to students who have difficulty accessing online materials or who

are not used to learning independently.

e. Collaborative Learning

Collaborative learning, which prioritizes cooperation between students in achieving

shared learning goals, has been proven effective in improving students' social and

communication skills. In countries such as Sweden and the Netherlands, collaborative

learning is used to increase student engagement in learning. In Sweden, this model is

implemented in almost all primary and secondary schools, with a focus on group learning in a

variety of subjects, from languages to science. Research results show that students who learn

in groups tend to be more engaged in discussions and have a better understanding of the

subject matter (Trung & Truong, 2023).

However, in some developing countries, the implementation of collaborative learning still

faces challenges. In Indonesia, for example, despite efforts to integrate collaborative learning

in the curriculum, cultural barriers and lack of training for teachers make the implementation

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of this model not always smooth. Some teachers are still more comfortable with traditional

learning methods that emphasize one-way teaching, which hinders the adoption of

collaborative learning models.

f. Gamification

Gamification or the use of game elements in learning is increasingly popular around the

world, especially in countries with good access to technology, such as South Korea and Japan.

In South Korea, gamification is applied in math and English learning to increase student

motivation. Students are given points and levels based on their achievements, and they can

use the points to earn rewards or other benefits. Research shows that gamification can

increase student engagement and motivation, which in turn can improve their learning

outcomes (Sotirov et al., 2023).

However, in countries with limited infrastructure, such as parts of Africa and Southeast

Asia, the application of gamification is still limited to the accessibility of supportive devices

and training for teachers. Therefore, to ensure the success of this model, there needs to be

significant investment in technology and teacher training.

g. Montessori Method

The Montessori model is known for its independent learning approach that gives students

the freedom to choose their own activities. Its wider application in countries such as Italy and

the United States shows that it is highly effective in developing students' social skills and

independence. In Italy, where the Montessori method was first developed, many primary and

secondary schools have adopted this approach to create an environment that supports

independent exploration and learning. In the United States, Montessori became popular in

elementary schools, with many educational institutions adopting it to support more

individualized and purposeful learning (Azrial Syahrur Ramadahn, 2023).

However, the application of the Montessori method in countries with more conventional

education systems often faces barriers. In Indonesia, for example, a more structured and

standardized curriculum makes implementing the Montessori method challenging, although

there are some schools that have adopted it successfully.

Overall, the implementation of the seven learning models discussed PBL, IBL, Blended

Learning, Flipped Classroom, Collaborative Learning, Gamification, and Montessori Method

show great potential to improve the quality of education in secondary schools around the

world. While these models have many advantages in improving student engagement and

mastery of material, challenges in their implementation, such as limited infrastructure, teacher

readiness, and access to technology, must be addressed to ensure the success of widespread

implementation of these models.

4. Conclusion

Based on the results of this literature study, it can be concluded that various learning

models implemented in various countries have a significant impact on improving the quality

of education at the secondary school level. The seven main learning models that are widely

used, namely competency-based models, project-based learning, flipped classroom, inquiry-

based learning, collaborative learning, problem-based learning, and technology-based learning

models, each show positive results in improving student engagement and learning outcomes.

The successful implementation of these models is strongly influenced by the local context

and the readiness of resources, such as infrastructure, teacher training and education policy

support. Although each model has its own challenges, their proper implementation can have a

major positive impact on student learning, both in improving practical skills and critical

thinking ability.

Indonesia, as a country with vast cultural diversity and educational needs, has great

potential to adapt these learning models. However, achieving optimal results requires

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supportive education policies, continuous teacher training and adequate infrastructure. The

Indonesian government needs to develop a curriculum that is more based on skill development

and problem solving, so that students not only learn the material but are also trained to be

ready for future challenges.

Overall, this research shows that although there are various learning models used at the

international level, the basic principles that should be applied are student-centered education

and oriented towards developing skills that are relevant to the needs of the world of work and

global challenges. The implementation of these learning models in Indonesia can improve the

quality of education and provide better opportunities for students to develop holistically.

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