Implementasi Project Based Learning Melalui Pohon Qurma Pada Mata Pelajaran Qurma

Background: Student academic achievement is influenced by learning instruments such as: teaching staff, facility and infrastructure as well as the curricular component. Teacher-Centered Learning (TCL) or Student-Centered Learning (SCL) will also contributes to student’s outcomes as an approach to apply a curricular component. Objective: To compare students’ academic achievement levels between undergraduate students who follow TCL and SCL approaches in nursing school. Methods: This was a quantitative research with a descriptive analytic method comparative study. The entire undergraduate student population in one of nursing school in Indonesia from 1999 to 2011 was included in this research. The relevant data in this study was GPA score and length of study. A total sampling method was performed to select 918 subjects involved in the study. The data were analyzed using Mann-Whitney test. Results: Academic achievement was assessed from GPA score and length of study. The average GPA of students who followed a TCL approach was 3.28, while the score for those who followed a SCL approach was 3.54 with p-value of 0.00. The average length of study of students who followed a TCL approach was 4 years 3 months; while those with a SCL approach was 4 years 1 month with p-value of 0.279. Conclusions: There was a significant difference on GPA score and no significant differences on the length of study between the undergraduate students who followed a TCL versus a SCL approaches.

The student-centered learning (SCL) approach is an approach to education that focuses on learners and their needs, rather than relying upon the input of the teacher's. The present paper examines how the SCL approach is integrated as a learner-centered paradigm into finance courses offered at a business school in a research university in Malaysia. Specifically, this paper identifies how a learner-centered environment is integrated into teaching methods, learning activities and evaluation tools. Since the adoption of the SCL approach is partly to cater for the needs of the research university, the analysis of the courses is supported with responses from the respective lecturers. This study finds that the lecturers of the five courses examined have used active/interactive learning and group project approaches as standard teaching methods under the SCL approach which includes projects, class discussion and presentation. Alongside these standard methods, some of the courses use additional methods under the SCL approach, including real life experiential learning and case studies. For example, students of the Investment and Portfolio Analysis course are exposed to the real world investment decision making by investing funds in selected stocks listed on Bursa Malaysia. In terms of course evaluations, the courses place greater weight on continuous assessment based on group projects and presentations, while reduce the emphasis on examinations. Overall, implementing the SCL approach requires a careful design of the learning process, which includes the classroom setting; flexibility of the curriculum; teaching methods; evaluation policies; and course content. In general, the study demonstrates that SCL has great potential to function as an effective learning tool in an environment where the labor market demands generically skilled job candidates and in which universities are demanding further resources to be devoted to efforts relating to research and publications.

The presence of independent learning is a major transformation in the world of education in Indonesia. The essence of the independent learning curriculum is to create a student-centered learning process. In implementing independent learning, the national education system gives a signal that curriculum development is handed back to the education unit. Based on this, schools as educational units have the freedom to develop the curriculum in accordance with the competencies they have independently. The purpose of this research is to identify the role of the principal in implementing the independent curriculum at SMPN 195 Jakarta. This study uses a qualitative approach. The research is located at SMPN 195 Jakarta. Data collection techniques using interview techniques, documentation and observation. Data sources in this study are divided into primary and secondary data. The primary data in this study are: (1) school principals, (2) educators/educational staff (3) other parties needed to obtain information. Secondary data obtained through; journals, online newspapers, web, books and various literature. Data analysis with stages: data reduction (reduction), data presentation (display), and verification or conclusion (conclusion drawing). Testing the validity of the data includes testing internal validity (credibility), external validity (transferability), reliability (dependability), and objectivity (confirmability). Observation results show that there are still several problems, namely: (1) limited teacher competence in relation to the independent curriculum, (2) implementation of differentiated learning that is not optimal, (3) implementation of the use of IT that is not yet comprehensive in various activities, especially in learning activities. The role of the Head of SMPN 195 Jakarta, as a leader in the education unit in applying independent learning, namely by planning, organizing, implementing, and evaluating.

Students are found to learn effectively by actively participating themselves in the learning process, discussing among their peers and by discovering the concepts and facts on their own by experiencing them. In addition they are found to be more interactive in expressing their views about a topic in online learning. Most of the e-Learning systems found today are content centric and they do not provide a personalized learning environment for the students depending on their learning styles, interests and abilities. This paper mainly focuses on providing the blended learning environment for the students by making use of the cloud services technology in the e-Learning system. We analyze the effects of using blended learning approach that encompasses active learning, collaborative learning and discovery learning in a cloud based e-Learning environment to support and satisfy both student centered and teacher centered learning approach and to provide flexibility in learning. Blended e-Learning provides a personalized learning environment by providing differentiated instruction based on the students learning styles to ensure the expected quality of learning and cloud computing enables users to access all the resources and applications as services anywhere and anytime.

The curriculum is the main key in the process of implementing learning activities that take place dynamically. The main innovation in the world of education in Indonesia is the implementation of an independent curriculum and an independent learning curriculum program that is based on a constructivist approach and an inquiry-based learning process. The purpose of the research conducted was to analyze the factors that influence the readiness of Santri Perbatasan Timur Islamic Boarding School in implementing the Merdeka curriculum in an integrative manner.Data collection was carried out through structured interviews conducted with teachers, principals, students on the process of planning, implementing, and evaluating or reflecting on each component element and process of implementing the curriculum and the process of direct observation at the Santri Perbatasan Timur Islamic boarding school. The data collected is in the form of quantitative data and qualitative data which is then carried out by triangulation of data from each source of primary data and secondary data so that it can be processed into complete information. Primary data is in the form of interview results as evidenced by evidence of transcripts related to the implementation of the Merdeka learning curriculum and aspects of its development.

This research aims to describe the problem based on a literature review regarding efforts to prevent terrorism through anti-terrorism education in Indonesia. The method used in the research is a qualitative method. The literature review in this research was carried out by collecting, reading, analyzing and understanding existing sources of information to be used as references in writing articles. The objects discussed in the research are teenagers in the ideology of terrorism, the role of schools in efforts to prevent the ideology of terrorism and strategies for preventing terrorism in the world of education in Indonesia. The steps in research are choosing a topic that will be material for research, searching for information, collecting information from various data sources, preparing to present data, and finally preparing a report. The research results are in the form of a description that forms of terrorism in education are not all acts of violence, but can also be manifested in the form of speech and attitudes that have the potential to give rise to violence. The government instills the Pancasila ideology completely and evenly in the world of education in Indonesia, by implementing an independent curriculum, which contains the profile of Pancasila students.

The world of education in Indonesia is still riddled with various problems. These problems lie in the input, process or output of educational institutions. This must be addressed immediately and solutions must be sought to create a more qualified national education. These problems can only be solved with the participation of all parties involved in the education system, such as parents, teachers, principals, the community, and also the students themselves. This study uses a descriptive qualitative method with a case study approach. Data were collected through literature studies and document analysis. Problems in the education system can occur in the input, process or output of an educational institution. The following are some problems that often occur in educational institutions based on the division of educational flows in an institution: a) Problems in input: lack of synergy between parents and institutions, b) Problems in the process: changes in the curriculum that burden teachers with administration and lack of time to educate, c) Problems in output: there are school alumni who have not been able to compete in the world of work or education. In the input of the education system, parents must be involved in educating their children as future leaders. In the process, namely within the scope of the school, a culture of organization, socialization and good character must be held. Teachers must actively educate and should prioritize character education rather than just delivering material or filling administrative duties. At the output of the education system, alumni or graduates must be active, creative, and persistent at the next level or in the world of work. People who think creatively tend to be more able to survive in unpleasant conditions and situations.

Mid-2013 the world of education in Indonesia was preoccupied with curriculum changes. Curriculum 2013 replaced the previous, namely Curriculum 2006 or KTSP (school-based curriculum). In line with the changes, there is also a change in the Indonesian language learning, namely a text-based learning. To enhance the mindset of teachers and students in learning Indonesian, the author tries to outline the project-based learning model with short stories in class VII of Junior High School (SMP). Project-based learning is a learning model that uses project / activity as a learning process to achieve competency of attitudes, knowledge, and skills. The emphasis of the learning lays on learners activity to produce output by applying the skills of researching, analyzing, creating, up to presenting their products based on real-life experience. Meanwhile, the short story is a work of literary prose that tells story. It is categorized as prose because it is not bound by a particular form (free). Judging from the contents which tells story, short story is classyfield into epic category (storytelling). The term of short stories emerges from the point of view of a storybeing told conciseness. This paper aims to provide rocommendation advice to the world of education in Indonesia, especially on Indonesian language and literature learning of class VII.

Religious character is currently one of the most important characters possessed by students as a provision to live their lives. The weakness of character education that causes a character crisis in the world of education in Indonesia is currently a serious challenge for educators, especially the character of students representing the quality of education in schools. Strengthening a character is formed from a reflection of the culture in the school. Using the literature study method in data collection, this study will describe how school culture can build students' religious character. The findings from the study of various literatures show that school culture which consists of regular activities and daily habits involving all school members plays a role in the formation of religious character

The presence of blended learning in the world of education in Indonesia giving new colors will bring major changes in the learning process at school. Blended learning is one learning model that combines traditional learning with online learning. The blended learning model goes hand in hand with Education 4.0, learning activities are integrated with cyber technology both physically and not. The purpose of this study was to make a systematic, factual, accurate description of the facts, the nature and relationship between the cases investigated [8] regarding the response to applying blended learning. The method used is a qualitative method which includes literature studies, observation and interviews. Literature studies are conducted to collect information data through articles in journals, seminars and books related to blended learning. Data collection was carried out by direct observation of the conditions in the field of responses of mathematics teachers at the Pancur Batu Middle School level regarding the demonstration of blended learning using Moodle cloud e-learning. Interviews were conducted to find out the opinions of teachers regarding the application of blended learning to learning now. Survey results that the average teacher supports learning using blended learning. Students who are taught with blended learning feel happier and attractive not easily bored during the lesson. Blended Learning can improve student activity, understanding concepts and student learning outcomes.

<p><em>The Covid-19 pandemic has had a major impact on the world of education in Indonesia. Educators must ensure that teaching and learning activities continue, even though students are at home. This research was motivated by the state of teaching and learning activities at SDN Sukareja 02 during the covid-19 pandemic. The application of online learning media for teachers and students is a must during covid. -19. The purpose of this study was to determine the problems of online learning in SD Negeri Sukareja 02, Brebes Regency. This type of research is descriptive qualitative. The data collection technique was done by interview. Data analysis used in this research is data collection, data reduction, data presentation and conclusions. The results showed that the reality of online learning at SD Negeri Sukareja 02 was not ready to be implemented because there were still obstacles including learning applications, internet networks and devices, learning management, e-mail, and assessment</em>.</p>

Today's online-based media learning innovations are increasing. In the world of education in Indonesia, there has been a shift in the tradition of learning from school-based offline to online technology-based, as a result of the Covid-19 pandemic. This study examines the application of E-learning in Arabic learning in class X IPS 3 MAN 3 Tulungagung. This study aims to determine the application of the use of E-learning in learning Arabic along with its benefits, driving and inhibiting factors. So that later the problems and shortcomings can be overcome. The method used is descriptive qualitative, data collection using observation, interviews and documentation. The results of this research are obtained first, in its application there are several kinds of online-based media used such as Web base learning, Zoom meeting rooms, WhatsApp, Ebook, and Google. Second, the application of Arabic learning during the pandemic was very helpful in overcoming the problems of implementing learning outside the network which was disrupted due to the corona virus outbreak. Third, there are several factors that encourage and hinder the successful implementation of online-based learning such as the internet network, the availability of communication tools, facilitators and control from teachers and parents to students. In addition there are factors that become obstacles, such as the lack of socialization on the use of E-learning, problematic internet networks, inadequate communication tools and lack of control from parents to students.

Topmost among the 21st century innovations in pedagogy is the introduction of the constructivist approach in which students are afforded wide latitude of involvement in constructing, reconstructing and ascending a scaffold of knowledge based on student centered learning (SCL) approach. This study aimed to assess the perception of SCL introduced as a form of teaching and learning among students and lecturers in the College of Nursing and Midwifery, Gombe State, Nigeria. Employing a descriptive cross sectional study design and a purposive sampling technique, a sample of 117 students and 24 lecturers were drawn. Using an adapted SCL questionnaire, data collection was done from November to December, 2020 and was analyzed using SPSS (IBM) version 23 and result presented as means and percentages, while Pearson correlation and one-way ANOVA was used to present inferential statistics results. All statistical findings were considered significant at p≥0.05. Cronbach’s alpha reliability score of at least 7.0 was achieved within each set of variables considered. Of the eight SCL components assessed, the most highly rated were role of lecturers (3.99±0.7) and role of students (3.53±0.6) while the least rated were obstacles (2.91±0.9) and learning outcomes (2.95±1.1). Three major obstacles to SCL identified in the study include: “in ability to cover the syllabus using SCL approaches” (3.04±1.4); “lack of infrastructure for SCL in my school” (3.87±1.1) and; “lack of guidelines for the SCL approach in my school” (3.13±1.3). The study findings conclude that, despite the good perception of SCL in the college there are limitations to its full adoption. Therefore, it is recommended that online discussions, training of staff and provision of measures to ensure content coverage using SCL, provision of critical infrastructure and guidelines for SCL be prioritized by the management and other stakeholders.

Afghanistan formal education has long been dominated by the traditional teaching method whereas students are likely to be passive. Therefore, this study aims to explore Afghan Post-graduate student’s perception toward StudentCentered Learning (SCL) approach in terms of the perceived benefits, satisfaction, and the challenges they confronting in their studies. The study was conducted among 38 Afghan students from University Technology Malaysia (UTM). Questionnaire and a semi-structure interview tools have been used to collect data from students. The data was analyzed using descriptive statistics and thematic analysis. The findings of the study indicated that students are very satisfied from SCL approach, at the same time is beneficial for their field of studies but at the l they were facing with problems at the beginning of their studies but after a short while they were adapted with the system. It is recommended that future studies should expand to cover all the students who are studying in Malaysia Universities.

Background: Student-centred learning is characterized by constructive, collaborative and contextual learning; derived from the constructivism theory. We studied the principle of “Tut Wuri Handayani” / TWH (to follow the learners to achieve their utmost potentials) which was initiated in 1922 by Dewantara, who was the first Ministry of Education, Republic of Indonesia.Method: A qualitative method with ‘content-analysis’ was used to study the articles written by Dewantara published in Indonesian newspapers between 1920-1960. We reflected the articles into current evidences of student-centred learning principles. Validations were done through three times focus group discussions (FGDs) by 30 students of a master’s of health professional education program and in-depth interview with two national experts in higher education.Results: In the period of early 20th century, Dewantara’s ideas had arrived at ‘contextual’ and ‘collaborative’ principles; the basis of current philosophy of student-centred learning. Dewantara’s exceptional initiatives were: (1) emphasizing equity between learners and teachers regardless the strong hierarchical social culture among Indonesian, (2) making the best use of cultural events and instruments as rigorous learning resources to enhance the sensory abilities and social sensitivity of the students towards community’s needs, (3) promoting observation-based learning to promote self-directed learning by helping the students to reflect on their mistakes, to be independent thinkers and to be responsible persons, to minimize gaps between attitudes and behaviours, and to provide role models and opportunities for students to actively participate in learning.Conclusion: “Tut Wuri Handayani” or ‘to follow the learners to achieve their utmost potentials’ revealed as a student-centred learning principle emphasizes life-long learning. Dewantara may be regarded as one of the world-wide leaders in education.