Implementasi PALS sebagai inovasi kolaboratif untuk meningkatkan kompetensi interkultural mahasiswa Pendidikan ekonomi
Keywords:
Interculturan competence, Kampus merdeka, Participatory action learning systemAbstract
This study aims to implement the Participatory Action Learning System (PALS) as an innovative collaborative learning model to strengthen intercultural competence among students of Economic Education in the context of the Kampus Merdeka policy. The research employed a qualitative approach using classroom action research design, involving undergraduate students as active participants in planning, implementing, and reflecting on intercultural learning activities. Data were collected through participatory observation, in-depth interviews, reflective journals, and documentation, and analyzed thematically with the Miles and Huberman model. The results indicate that the integration of PALS significantly enhanced students’ intercultural awareness, collaborative skills, and ability to engage in meaningful dialogue across diverse cultural backgrounds. Students demonstrated improved empathy, tolerance, and openness through project-based activities and reflective practices with multicultural partners. The novelty of this study lies in contextualizing PALS within intercultural learning in Economic Education, an area where research remains limited, while also aligning with the transformative vision of Kampus Merdeka. The findings contribute to higher education development by offering a replicable model of collaborative learning that is experiential, inclusive, and responsive to multicultural challenges. Practically, the study provides guidance for lecturers in designing intercultural learning modules, while theoretically, it expands the discourse on participatory learning as a means of fostering global competence in higher education
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