As education systems continue to evolve, teachers are expected to do more than deliver subject knowledge. They must also be able to analyze real-world problems, evaluate evidence, communicate scientific reasoning, and guide students in developing higher-order thinking skills. Universities therefore need learning approaches that actively engage students rather than relying solely on traditional lectures.
One increasingly popular approach is the Case Method, where students examine authentic situations, discuss alternative solutions, and defend their conclusions using scientific evidence. In this research, the cases focused on child development, including cognitive, emotional, social, language, and physical development issues that future teachers are likely to encounter in schools.
Most Students Demonstrated Strong Independent Learning Skills
The researchers employed a descriptive quantitative approach involving 81 prospective teacher students who were taking the Child Development course. All students participated in the study using a total sampling technique.
Data were collected using three main instruments:
a Self-Regulated Learning (SRL) questionnaire,
an assessment of students' scientific argumentation skills,
and Final Semester Examination (UAS) scores.
The data were analyzed using descriptive statistics to provide an overview of students' learning profiles.
The results revealed that most students had already developed strong independent learning habits.
Key findings include:
90.12% of students were categorized as Independent in Self-Regulated Learning.
7.41% were classified as Moderately Independent.
2.47% reached the Very Independent category.
No students fell into the Less Independent category.
These findings indicate that Case Method learning encourages students to take responsibility for their own learning by planning, managing, monitoring, and evaluating their academic progress independently.
Scientific Argumentation Skills Also Improved
Beyond fostering learning independence, the Case Method also enhanced students' ability to construct scientific arguments.
The study found that:
64.20% of students demonstrated High argumentation skills.
33.33% achieved a Moderate level.
2.47% reached the Very High category.
None of the students were classified in the Low category.
Students were generally able to formulate scientific claims, support them with relevant evidence, and explain their reasoning logically when discussing child development issues.
However, the researchers noted that many students still need additional practice in developing rebuttals, one of the most advanced components of scientific argumentation. While students could effectively present claims and evidence, responding critically to opposing viewpoints remained a challenge.
Better Learning Outcomes Accompanied Higher-Order Skills
The improvement in Self-Regulated Learning and argumentation skills was reflected in students' academic achievement.
The distribution of learning outcomes showed:
61.73% of students achieved the Good category.
17.28% reached the Very Good category.
18.52% were categorized as Fair.
2.47% were in the Poor category.
Overall, approximately 79% of students scored above 80, indicating that Case Method learning effectively helped students master theoretical concepts while applying them to authentic educational situations.
According to the researchers from Universitas Negeri Makassar, analyzing real-life child development cases enabled students to connect theory with practice, evaluate different perspectives, and make evidence-based decisions.
Why Does the Case Method Work?
Unlike conventional lecture-based instruction, the Case Method actively engages students throughout the learning process.
Students are required to:
identify authentic educational problems,
search for scientific literature,
collaborate in discussions,
defend their ideas using evidence,
evaluate alternative viewpoints,
and formulate well-supported conclusions.
These activities simultaneously strengthen critical thinking, communication, collaboration, reflective learning, and decision-making skills—competencies considered essential for future teachers.
Despite these encouraging results, the researchers recommend strengthening Case Method implementation through scaffolding, evidence-based argumentation exercises, structured reflection, peer feedback, and self-monitoring activities. These strategies are expected to help more students achieve the highest levels of learning independence and scientific argumentation.
Implications for Higher Education
The findings provide valuable insights for universities, particularly teacher education institutions seeking to improve graduate competencies.
Case Method learning appears to be an effective instructional strategy for developing not only academic achievement but also the independent learning habits and scientific reasoning skills demanded in modern classrooms.
The researchers believe that this approach aligns well with current higher education reforms emphasizing student-centered, active, and contextual learning. Expanding Case Method implementation across different courses could help universities produce graduates who are better prepared for professional teaching careers and lifelong learning.
As the researchers conclude, strengthening metacognitive skills and advanced scientific argumentation will further improve students' readiness to become educators capable of solving complex educational challenges.
Author Profiles
Sugiarti is a researcher and academic at Universitas Negeri Makassar, focusing on teacher education and learning innovation.
Zuhrah Adminira Ruslan is a lecturer at Universitas Negeri Makassar specializing in educational strategies, teacher professional development, and higher education learning innovation. She served as the corresponding author of this study.
Muhammad Yunus is a lecturer and researcher at Universitas Negeri Makassar whose research interests include instructional innovation, teacher education, and improving learning quality in higher education.
Research Source
Article Title: Profile of Self-Regulated Learning and Argumentation Skills of Prospective Teacher Students Through Case Method Learning on Child Development Issues
Authors: Sugiarti, Zuhrah Adminira Ruslan, Muhammad Yunus
Journal: Asian Journal of Applied Education (AJAE)
Publication Year: 2026
DOI: https://doi.org/10.55927/ajae.v5i3.16912
ISSN (Electronic): 2693-5241
Journal Website: https://journal.formosapublisher.org/index.php/ajae
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