THE HOLISTIC LEARNING MODEL OF BUSINESS ETHICS TO DEVELOP SPIRITUAL WELL-BEING
Article Sidebar
Main Article Content
Abstract
The purpose of this study is to investigate the impact of the holistic learning model of Business Ethics on the students’SWB. Two business ethics classes are randomly chosen as sample from all business ethics classes of Management Study Program, Tarumanagara University, Jakarta. The study uses a quasi-experimental design “pre-test-post-test design with one group”, in which the learning model is the independent variable and the students’ SWB is the dependent variable. The testing of hypothesis uses the SWB’s score mean differences of a paired sample t-test. The results of this study show that the holistic learning model of Business Ethics gives a significant impact on the quality improvement of the students’ SWB, both overall and on all four dimensions of SWB: communal, personal, transcendental, and environmental. Three dimensions: communal, transcendental, and environmental influence at a significant level of 5%; and one dimension (personal) has an effect on a significance level of 10%.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
IJAEB by Graduate Program of Universitas Tarumanagara is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.. Permissions beyond the scope of this license may be available at https://journal.untar.ac.id/index.php/ijaeb
References
Abela, J. (2009). Adult Learning Theories and Medical Education: A Review. Malta Medical Journal, 21(1), 11-18.
Aflalo, E., & Gabay, E. (2013). Learning Approach and Learning: Exploring A New Technological Learning System. International Journal for the Scholarship of Teaching and Learning, 7(1), 1-19.
Ahmed, A. K. (2013). Teacher-Centered Versus Learner-Centered Teaching Style. The Journal of Global Business Management, 9(1): 22-34.
Alorani, O. I., & Alradaydeh, M. F. (2017). Spiritual Well-Being, Perceived Social Support, And Life Satisfaction Among University Students. International Journal of Adolescence and Youth, 1-8.
Anandarajah, G. (2014). Introduction To Spirituality and Medical Practice. Rhode Island Medical Journal. March.
Assodeh, M. H., Asoodeh, M. B., & Zarepour, M. (2012). The Impact of Student-Centered Learning on Academic Achievement and Social Skills. Procedia-Social and Behavioral Sciences, 46, 560-564.
Badjanova, J., & Iliško, D. (2014). Holistic Philosophy Based Teaching Approaches in Latvian Primary Schools: Primary Education Teachers' View. Rural Environment Education Personality, 7-8(2), 22-28.
Bhardwaj, A. (2016). Importance of Education in Human Life: A Holistic Approach. International Journal of Science and Consciousness, 2(2), 23-28.
Ekşi, H., and Kardaş, S. (2017). Spiritual Well-Being: Scale Development and Validation. Spiritual Psychology and Counseling, 2(1), 73-88.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from An Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43-71.
Fernando, M., & Chowdhury, R. (2010). The Relationship Between Spiritual Well-Being and Ethical Orientations in Decision Making: An Empirical Study with Business Executives in Australia. Journal of Business Ethics, 95(2), 211-225.
Fisher, J. (2010). Development and Application of A Spiritual Well-Being Questionnaire Called SHALOM. Religions, 1(1), 105-121.
Goel, M., & Ramanathan, P. E. (2014). Business Ethics and Corporate Social Responsibility-Is There A Dividing Line? Procedia Economics and Finance, 11, 49-59.
Hackathorn, J., Solomon, E. D., Blankmeyer, K. L., Tennial, R. E., & Garczynski, A. M. (2011). Learning By Doing: An Empirical Study of Active Teaching Techniques. The Journal of Effective Teaching, 11(2), 40-54.
Haghighi, M., Najarkolaei, F. R., Ansarian, A., & Mesri, M. (2014). Correlation Between Spiritual Wellbeing and Religious Orientation Among Staffs of One Military Medical University. Journal of Health Policy and Sustainable Health, 1(4), 137-140.
Hare, J. (2010). Holistic Education: An Interpretation for Teachers in The IB Programmes, IB Position Paper, International Baccalaureate Organization.
Ismail, S. (2015). Effects Of Ethical Climate on Organizational Commitment, Professional Commitment, And Job Satisfaction of Auditor in Malaysia. Gadjah Mada International Journal of Business, 17(2), 139-155.
Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment Of Learning Domains to Improve Student’s Learning in Higher Education. Journal of Young Pharmacists, 6(4), 27-33.
Lauricella, S., & MacAskill, S. (2015). Exploring The Potential Benefits of Holistic Education: A Formative Analysis. Other Education: The Journal of Educational Alternatives, 4(2), 54-78.
Mahmoudi, S., Jafari, E., Nasrabadi, H. A., & Liaghatdar, M. J. (2012). Holistic Education: An Approach for 21 Century. International Education Studies, 5(2), 178-186.
Ogbari, M. E., Oke, A. O., Ibukunoluwa, A. A., Ajagbe, M. A., & Ologbo, A. C. (2016). Entrepreneurship And Business Ethics: Implications on Corporate Performance, International Journal of Economics and Financial Issues, 6(S3), 50-58.
Orion, N. (2007). A Holistic Approach for Science Education for All. Eurasia Journal of Mathematics, Science and Technology Education, 3(2), 111-118.
Ornek, F. (2008). Models In Science Education: Applications of Models in Learning and Teaching Science. International Journal of Environmental and Science Education, 3(2), 35-45.
Özdaş, F., Akpınar, B., Batdı, V., Karahan, O., & Yıldırım, B. (2017). The Whole Human Being Paradigm and Holistic Curriculum Approach. International Conference on New Perspectives in Science Education, 3rd Edition, Turkey, 1-5.
Patel, N. V. (2003). A Holistic Approach to Learning and Teaching Interaction: Factors in The Development of Critical Learners. The International Journal of Educational Management, 17(6/7), 272-284.
Saw, G. P. (2013). A Framework of Holistic Education. International Journal of Innovative Research and Development, 2(8), 69-74.
Seppala, E. (2015). How Meditation Benefits CEOs. Harvard Business Review Psychology.
Shrimal, P., & Sharma, M. P. (2012). UNESCO’s Four Pillars of Education, Implications for Schools. Education India Journal: A Quarterly Referred Journal of Dialogues on Education, 1 (3), 1-10.
Sutarman, Tjahjono, H. K., & Hamami, T. (2017). The Implementation of Holistic Education in Muhammadiyah’s Madrasah Indonesia. Dinamika Ilmu, 17(2), 191-203.
Tang, Yi Yuan, Hölzel, B. K., & Posner, M. I. (2015). The Neuroscience of Mindfulness Meditation. Nature Reviews Neurosciences, 16, 213-225.
Tavakol, M., & Dennick, R. (2011). Making Sense of Cronbach’s Alpha. International Journal of Medical Education, 2, 53-55.
Tomljenovic, A. (2014). Holistic Approach to Human Health and Disease: Life Circumstances and Inner Processing. Coll. Antropol, 38(2), 787-792.
Yong, A. G., & Pearce, S. (2013). A Beginner’s Guide to Factor Analysis: Focusing on Exploratory Factor Analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94.