PROBLEMS OF LEARNING ECONOMICS: THE GAP BETWEEN THEORY AND PRACTICE

Abstract

Economics learning at the senior high school level faces a fundamental problem in the form of a gap between theoretical and applied approaches, which impacts the overall low economic competence of students. This study aims to explore three main dimensions of the problem: the multidimensional factors underlying and perpetuating the theory-practice gap, the impact of the gap on student competence across cognitive, affective, and psychomotor dimensions, and alternative pedagogical strategies and models that have the potential to bridge the gap within the Indonesian education context. The method employed is a systematic literature review, databases covering the period 2020–2025, analyzed using content analysis and narrative synthesis techniques. The findings reveal that the theory-practice gap stems from a complex interaction between curriculum designs that are not yet fully operational, assessment cultures oriented toward rote memorization, limited teacher pedagogical competence, and resource disparities between urban and rural schools. The resulting impacts are cumulative and cross-dimensional: cognitively weakening knowledge transfer ability and economic literacy, affectively eroding students' intrinsic motivation, and psychomotorically hindering the development of economics-based life skills. The study also identifies that Problem-Based Learning, Project-Based Learning, and strategic digital technology integration are effective alternative pedagogical models, but only optimal when supported by authentic assessment reform and sustained professional learning communities for teachers. These findings affirm that meaningful transformation of economics learning requires a holistic and synergistic reform of the entire educational ecosystem, not merely partial changes in teaching methods