Case-Based Learning (CBL) procedures refer to the guidelines suggested by Rowles and Brigham (2005)

which consist of specific steps to ensure the effectiveness of implementing CBL from case studies. The
following is a complete explanation:

Guidelines from Rowles and Brigham (2005):

1. Focus on Key Concepts: Case studies should focus on the key concepts that need to be studied.
2. Possible Multiple Answers: Case studies may not have one correct answer; Teachers should
encourage consideration of alternatives and prompt students for further discussion with analytical
questions.
3. Conducive Learning Environment: The learning environment should be supportive to facilitate
student participation.
4. Participation of All Students: Every student should be involved in learning activities whenever
possible within the class size.
5. Drawing Important Conclusions: Students need to be able to draw the most important key points
to ensure understanding of essential concepts.

Steps to carry out the CBL procedure:

1. Material Preparation: The lecturer prepares material in the form of cases that are in accordance
with the learning objectives and relevant references.
2. Case Giving: Cases are handed over to participants one week before the learning process begins.
3. Learning through Discussion: Learning is done through small group discussions and/or class
discussions.
4. Discussion Supervision: The lecturer monitors the discussion process, providing guidance or
direction if necessary so that the discussion reaches the target.
5. Material Recording: Students make brief notes about the material discussed, according to the
lecturer's directions.