From Knowledge Sharing to Student Engagement: Exploring Active Learning in Economics Education

Abstract

This study investigates the implementation of the Active Knowledge Sharing (AKS) strategy in enhancing students' engagement in Economics learning at MA Annur Kalibaru Banyuwangi. While previous studies have predominantly examined the effectiveness of AKS in improving learning achievement and critical thinking, limited attention has been given to the instructional process through which knowledge sharing cultivates classroom engagement. This study contributes by proposing a process-oriented perspective that explains how instructional planning, collaborative interaction, and sustained participation collectively shape students' engagement in Economics learning. This study employed a qualitative descriptive field research design involving one Economics teacher and twelve Grade X students selected purposively. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using an interactive process of data reduction, data display, and conclusion drawing. The credibility of the findings was ensured through source triangulation, method triangulation, prolonged engagement, and member checking. The findings reveal three interconnected dimensions of successful AKS implementation: systematic instructional planning, collaborative classroom implementation, and the progressive development of students' engagement. Students demonstrated increased confidence in expressing ideas, responding to peers, and participating in collaborative problem-solving. The study indicates that AKS strengthens classroom engagement not merely by increasing participation but by fostering collaborative knowledge construction and a more student-centred learning environment in Economics education.