Student-centered Learning Methods Research Articles

PROBLEM BASED LEARNING MODEL IN VIRTUAL ENVIRONMENT CLASS IN HEALTH: A SISTEMATIC REVIEW

Background. PBL is a student-centred learning method where students determine their own learning goals from clinical-based problems. Many studies have been conducted regarding the effectiveness of PBL based on virtual classes or online classes in various fields of science. This systematic study aims to evaluate the implementation of PBL in various online learning contexts. Methods. This systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) statement. We include intervention studies, training, or educational strategies using PBL method focusing on any health student class, and published between 2010 to 2021. Three authors (RA, MH, HR) performed data extraction. Differences that arise are resolved by consensus, in consultation with other investigators (RS). Results. The search returned 1,678 articles; after removing the duplicated articles, 731 articles remained, of which 721 articles were removed after screening titles and abstracts. The remaining ten articles were reviewed and checked for eligibility, so three articles were excluded. The final results were collected as many as seven articles that met the inclusion criteria. Conclusion. Online PBL is perceived to be an effective educational strategy by lecturer. Overall, the results for PBL in online/virtual class include Positively impact the learning experience, Increase knowledge and skills, improve the learning process, Increased self-learning capacity, motivation, self-monitoring, and interpersonal communication, Improve student understanding and application of theoretical knowledge in a large classroom setting, Increased availability and acceptance, reduced interactivity.

PERSEPSI MAHASISWA TERHADAP PERKULIAHAN DARING DI MASA PANDEMI COVID-19

The world of education is one of the sectors most affected by the Covid-19 pandemic. The pandemic situation forces all educational activities to be carried out by online. This study aimed to look at the development and how students perceived online learning during the Covid-19 pandemic in higher education. The method used in this descriptive study was survey research, where the number of respondents who filled out the questionnaire were 27 students. The results of the study indicated that although students feel they are able to attend lectures, some students think that online learning did not see them as effective. The obstacles encountered by students included limited internet quota facilities, internet instability and learning methods that were considered monotonous and did not stimulate students to be active during teaching and learning activities. These obstacles, alternative solutions that could be offered are optimizing limited offline learning and lecturers are expected to be able to apply student-centered learning methods by referring to a predetermined teaching schedule.Keywords: Students’ Perceptions; Covid-19 Pandemic; Online Learning

Reflection on Contradictory Learning Methods and Identity Formation in a New Academic Life Setting

Lecturers new to the academic life setting normally face similar types of challenges. These challenges were intensified for new lecturers starting their careers in the academic setting during the COVID-19 pandemic, when classes were conducted online. Student-centered learning has been the focus in engineering education recently, but many of the current lecturers have never experienced this method of learning as students, resulting in unfamiliarity and inexperience in conducting classes using this method of teaching. Our experiences as two new lecturers starting our academic careers during the pandemic using both the student-centered learning method and teacher-centered learning method in different classes are reported through collaborative autoethnographic methods. Both of our reflections revealed that stark differences can be seen as an effect of the teaching method, concluding that the student-centered learning method is superior to the traditional teacher-centered learning method. However, applying the former method also has some challenges. To overcome these challenges faced by new lecturers, some action plans have been listed for future improvement, which could be very meaningful and useful to other new lecturers as well as educators new to applying the student-centered learning method.

Connections of Transformative Education with Bhutan’s Pedagogical Ideas for Promoting Sustainability Education

The study aims to clarify how transformative education teaching and learning ideas have been incorporated into sustainable development-focused education in Bhutan. Sustainable development is included in various ways in the Educating for Gross National Happiness Training Manual (GNH TM) developed by the Ministry of Education of Bhutan in 2013. GNH-focused education aims at developing students’ respect and critical thinking for the well-being of human beings and the environment. The article provides an overview of 26 selected articles published in peer-reviewed scientific journals from 1991–2021. Altogether, 12 sustainable development-focused transformative education articles were analyzed in detail using qualitative content analysis. The results of the study show that transformative education is reflected in many ways in the teaching goals, objectives, contents, and methods introduced in the GNH TM units. Consequently, transformative education and teaching have become part of teaching in Bhutan’s schools, with an emphasis on sustainable development and protection of the environment. However, for a sustainable future, active student-centered teaching and learning methods should be used in a more diverse way.

PRODUCT DEVELOPMENT AND ELIGIBILITY ASSESSMENT OF PICTORIAL METAPLAN FOR INTERACTIVE ENGLISH TEACHING IN 8TH GRADE JUNIOR HIGH SCHOOL

This study focuses on the development of instructional media using pictorial metaplan and provide eligibility assessment for the product. The use of pictorial metaplan media aims to increase interest in learning vocabulary as well as to directly apply of English speaking practice to students of 8th grade Junior High School. This type of research is using Research and Development method (R&D). Direct trials was conducted on 1 media expert, 4 teachers and 7 students from 8th grade Junior High School. The implementation of the use of pictorial metaplan to the subjects of this study used a combination of the Total Physical Response (TPR) and Student-Centered Learning (SCR) methods. The results of this study are indicated by the total score of the product eligibility assessment that were obtained from the total conversion of the assessment from media expert, teachers and students. The total score of the media experts was 106, which meant in ‘very eligible’ category, the total score of the teacher was 81.6, which meant ‘eligible’ category and the total score of the students was 92.2, which meant ‘eligible’ category. Based on the results, pictorial metaplan is eligible to be a teaching aid for learning English, especially in speaking competence.

Pengembangan Kemampuan Mengajar Tutor dengan Metode Student Centered Learning Pada PKBM Bumi Literasi

The government through the Ministry of Education and Culture has facilitated the community to be able to improve education and living standards through non-formal education (PNF), one of which is called the Community Learning Activity Center (PKBM). PKBM can organize Equality Education Package A/B/C, the legality is regulated in Law no. 20/2003. In organizing this package program, teaching and learning activities in PKBM are guided by teaching staff who are called tutors. However, it is found that tutors who have diverse educational backgrounds, so the skills and teaching methods applied are still very simple and monotonous. This was also found in the PKBM Bumi Literasi located in Sigara-gara Village, Patumbak District, Deli Serdang Regency. Based on the results of interviews and on-site observations, the tutors explained that such teaching methods had an impact on decreasing the learning interest of the learning community. Based on this, the team assumed the need to introduce the Student Centered Learning (SCL) teaching method to all PKBM Bumi Literasi tutors. So, the purposes of community service are to 1) introduce the methods, benefits, and functions of SCL to tutors, 2) explain the types of SCL methods, and 3) provide strategies and recommendations in applying SCL in the learning process. From the results of community service activities, the N-gain number is 0.70, which is normalized into the high category. This shows that after getting knowledge and exposure to material about SCL, the knowledge and teaching ability of PKBM Literacy tutors has increased

Application of SCL Learning Methods and Student Leadership Behavior: A Correlational Study

Background: Competency-Based Curriculum (CBC) is a curriculum that is structured based on the main and supporting competencies used to achieve a competent nursing graduate profile. Leadership is the process of influencing and directing others to be motivated to achieve a goal. This study aimed to determine the relationship between the application of the Student-Centered Learning (SCL) method and the development of student leadership behavior at the Faculty of Nursing, Universitas Syiah Kuala (FON-USK). Methodology: The type of research used is quantitative by using a cross-sectional study design. The sampling technique used in this study is total sampling with a total sample of 382 respondents. The data was collected using a questionnaire sheet, and the data were analyzed using the Pearson Product Moment correlation method. Results: The results show that there is a relationship for the application of all learning methods on the development of student leadership behavior, with p-value are described: small group discussion method (p-value 0.000) and role-play and simulation method (p-value 0.018). Conclusion: It is recommended that FON- USK continue developing various innovative SCL learning methods based on the Indonesian National Qualifications Framework to improve leadership abilities and the achievement of nursing graduates who can compete in the national and international world of work. Keywords: Teacher-Centered Learning; Student-Centered Learning; Learning Methods; Behavior; Leadership; Student.

Project-Based Learning Strategy for Teaching Molecular Biology: A Study of Students’ Perceptions

This current study aims to analyse students’ perceptions regarding implementing project-based learning (PjBL) in teaching a molecular biology course to second-year pharmacy students at King Abdulaziz University as a sort of active student-centred learning method. Sixty-five male and 90 female students were enrolled in this study. This research used survey instruments to assess learners’ perceptions. The survey was divided into four sections that consisted of closedended questions to evaluate students’ overall perceptions of PjBL, communication skills, project management and teamwork activity during their project management process. A 5-point Likert scale was used. Regarding overall learning and students’ satisfaction with the PjBL experience, the percentage was 72.73%, with a score of 21.82 over 30. The percentage of students’ perceptions towards the improvement of their communication skills was 60.98%, with a score of 15.25 over 25. The percentage of students’ perceptions of project management skills was 64.97%, with a score of 12.99 over 20. Finally, regarding teamwork, the survey revealed a percentage of 71.81%, with a score of 43.08 over 60. There was a positive correlation between students’ perceptions of the questionnaire’s four parts and their grade point average (GPA) in the molecular biology course. It can be concluded that PjBL is an effective tool in the active-learning process. PjBL can improve students’ communication and management skills. Also, it encourages teamwork activities between students.

Quality Enhancement through Incorporating Studentcentered Learning Methods in Higher Education Institutions (HEIs)

One of the main tasks of higher education institutions is to attract their customers with its quality education. To improve education practices and to meet the challenges of an ever-changing environment, it is vital to introduce a paradigm shift in education. Hence, what we teach to our students is not enough, the way we teach them is what matters the most. There are several factors, which can serve as indicators of quality education. The demands, needs, expectations of the learners have changed. Accordingly, the primary goal of education is to provide the quality that ensures contemporary students not only with subject knowledge but also with the key skills needed for the 21st century world. Although the concept of student-centeredness is not new, challenges still exist concerning incorporating all characteristics and elements of the student-centered learning approach in Higher Education Institutions in Georgia. According to the previous studies, it is noticeable that the lack of resources and staff training are some of the hindering factors to create and maintain student-centeredness in HEIs (Tvalchrelidze & Alkesidze, 2019). The paper sheds light on the significance of making the classroom environment student-centered, as it can boost and maintain the quality of education for all students (Harris, Spina, Ehrich & Smeed, 2013; Vavrus, Thomas, Bartlett, 2011). The primary objective of this paper is to identify teachers’ perceptions of student-centered learning, along with the current instructional practices and challenges in the case of Higher Education Institutions in Georgia. Hence, it examines the level of integration of studentcentered strategies in the classrooms. For this reason, the quantitative paradigm was applied, as the methodology for the research. The research was carried out among lecturers from three different universities. The results depict that there is still a gap between the practical application of the student-centered learning methods and the perception of the concept, which can have an impact on ensuring quality education. Based on the gained data, it could be seen that less than 40% of lecturers from three different universities fully integrate student-centered learning methods. Furthermore, the research reveals some barriers that hinder the process of promoting the student-centered learning environment. Consequently, based on the findings the conclusions and recommendations were made. To deal with the hindering factors that were identified through this research, it is vital to modify and enhance institutionallevel approaches.

The Microfinance Game: Experiencing the dynamics of financial inclusion in developing contexts

Higher education institutions need to play a leading role as drivers of change. In this context, there is a growing trend to develop multidisciplinary approaches to education for sustainable development, and to implement student-centered and problem-based teaching and learning methods to increase student satisfaction and engagement. The method presented here uses an online role-play simulation in which the students represent several stakeholders from the microfinance sector in Uganda, for the overall purpose of increasing financial and social inclusion levels in the country. Several Sustainable Development Goals are addressed from the perspective of interactions between different actors and their specific characteristics, objectives, and interests. This study uses post-simulation data to explore the students’ perceptions about the usefulness of this methodology to foster key cognitive, skill-based, and affective learning outcomes. The implementation of this teaching and learning methodology demonstrated that this active learning method helps students acquire the set of skills and abilities that are expected of graduate students in economics, business, and management, with a special focus on sustainability criteria. Thanks to the methodology in this study, students are able to understand the complexities of the microfinance sector and its potential to tackle poverty and inequality.

The Effectiveness of Problem-Based Learning on Advanced Reading Comprehension Skill in Online Arabic Language Teaching

Reading proficiency is considered as one of the language skills that must be mastered by prospective Arabic educators or practitioners. Besides, in the era of industry 4.0, students not only require core competencies from the field of study they are studying but also have a lifelong character of a learner. The conditions found in the field, as well as in previous studies, showed that learning in higher education currently tends to be centred on lecturers rather than on the students. This study aims to examine the effectiveness of the implementation of a student-centred learning method in the form of a problem-based learning method with seven-jumps (seven-steps) approach in increasing the reading proficiency in Arabic. The subjects of this research were 50 people of Muthala’ah Mukatsafah class, and the test and non-test were employed as instruments. The reading proficiency test prepared by the researcher was used to figure out the subjects’ reading ability. Meanwhile, the subjects’ characters or soft skills were measured through a non-test instrument in the form of a questionnaire. The design applied in this study was a group design (one group pretest-posttest design). The data analysis was performed through a significance test before and after treatment. The results show that there are differences in the subjects’ advanced reading proficiency level as well as an increase in empathy soft skill before and after the implementation of the learning method.

Research experiences and online professional development increase teachers' preparedness and use of effective STEM pedagogy.

Many national reports call for K-12 teachers to increase their content knowledge, expertise in student-centered learning methods, and skills in working with an increasingly diverse student population. Historically, most teacher professional development (PD) has not addressed these multiple challenges. We evaluated two PD models-research experiences for teachers and online PD-for their comparative impacts on middle and high school teachers' understanding of, preparedness to use, and actual use of proven STEM teaching methods and STEM career information. The programs were unique in their focus on equipping teachers with a pedagogical "tool kit" that supports ongoing changes in teaching and assessment methods, STEM content, use of technology, and working with diverse students. Findings indicate that both program models increased teachers' preparedness to use and their frequency of use of the targeted STEM teaching methods. Teachers who had summer research experiences gained additional benefits.

The Effect of Peer Tutor Model on Antenatal Care Skill Competencies in Learning Laboratory Skills for Students of Langsa Midwifery Study Program

BACKGROUND: Peer-assisted learning is a student-centered learning method that involves discussions between friends or seniors as teachers and participants as being taught. Realize optimal education; it is necessary to choose the peer tutorial method to increase antenatal care (ANC) skills in laboratory skills. AIM: This study aims to determine the effect of the learning peer tutor model for laboratory skills on the competence of ANC skills in the Langsa Midwifery Study Program’s first-level students. METHODS: This study used a pre-experimental approach with a one-group pretest-posttest design without a control group. The population used in this study were all Level I Midwifery Students of Langsa City who occupied the 2nd semester. This study’s sample was taken by purposive sampling as many as 45 respondents – data analysis using bivariate analysis. RESULTS: The results showed an effect of the peer tutor method on ANC skills’ competence before and after learning laboratory skills as evidenced by a statistical test with a value (p < 0.05), namely, 0.047 < 0.05. The results also showed differences in students’ competence before and after the peer tutoring method was carried out in laboratory skills learning, as evidenced by the results of statistical tests with p < 0.05, namely, 0.000 < 0.05. Peer tutor method learning effectively increases ANC skill competencies in learning laboratory skills for midwifery study students. CONCLUSION: Peer tutor model effective in improving ANC skills competency in skill learning for midwifery study students.

What do Malaysian ESL Teachers Think About Flipped Classroom?

Student-centred teaching and learning methods are favoured for promoting active and collaborative learning. In the flipped classroom approach, student-centred teaching and learning are the focus in the learning process. The approach has been gaining attention from educators at all levels worldwide. The present study was aimed at exploring Malaysian primary ESL (English as a Second Language) teachers’ perceptions of the implementation of flipped classroom. The study used the mixed method design, a Likert-scale questionnaire and an open-ended question. This research employed a whole population sample, which consisted of primary ESL teachers in a rural area in Malaysia. The findings showed that the teachers have positive perceptions of the flipped classroom approach as well as some concerns regarding its implementation, such as the availability of ICT (information and communications technology) gadgets and Internet connection in rural areas. Teachers’ perceptions of flipped classrooms can be used to make suggestions or give ideas to the authorities for improving the infrastructure in rural areas to help teachers and students. It is recommended that future studies be carried out with a larger and more diverse population to gather a more detailed picture of Malaysian teachers’ perceptions of the flipped classroom approach.

Dental Medicine Students Perception on the Effectiveness of Problem Based Learning (PBL) Class Using Online Learning Method

Background: The main concern of universities is regarding the quality and effectiveness of education. Atotal of 32 dentistry faculties in Indonesia have implemented Problem Based Learning (PBL) classes in theirlearning curriculum. Some dentistry faculties have actively used student-centered learning method, andare no longer teacher-centered. According to the results of the 2017 Indonesian Internet Service ProvidersAssociation, the prevalence for Indonesian (Undergraduate/Diploma) students as Internet users reached79.23%.Purpose: To describe the perception of Universitas Airlangga Faculty of Dental Medicine students on theeffectiveness of the Problem Based Learning (PBL) class using the Online Learning method.Method: Data was collected from the distribution of questionnaires to students of Universitas Airlangga,Faculty of Dental Medicine semesters 1, 3, 5, and 7. Then a descriptive statistical test was conducted.Results: The percentage of respondents who considered effective Problem Based Learning (PBL) classesusing online learning method was 52.4%, very effective at 5.8%, very ineffective at 2.9%, no opinion at14.6%, and ineffective at 24.3%.Conclusion: The majority of Universitas Airlangga Faculty of Dental Medicine students have an effectiveperception of the Problem Based Learning (PBL) class using the Online Learning method.

KEBERKESANAN KAEDAH PEMBELAJARAN KOPERATIF TERHADAP PENCAPAIAN PELAJAR MENGULANG KURSUS MATHEMATICAL COMPUTING

The cooperative learning method is a learning method that is said to be efficient and in line with the transformation of the education system nowadays. This method is a student-centered learning method that emphasizing social interaction and collaboration between students in order to achieve the learning outcomes. From the preliminary observations, it was found that the level of student achievement in the Mathematical Computing course at Muadzam Shah Polytechnic is quite alarming with the failure percentage up to 36.75%. Therefore, as a teaching and learning strategy to overcome this problem, cooperative learning methods are implemented on students who repeat the Mathematical Computing courses. This study aims to examine the effectiveness of cooperative learning methods on student achievement in this course. This study uses a quasi-experimental method consisting of two groups of respondents: each consisting of 20 students from the control group and the experimental group. A pre-test was given to test student achievement before treatment and a post-test were given to test the effectiveness of the treatment given. The analysis was made based on the percentage of student achievement for the experimental group and the control group. The findings of the study show that cooperative learning methods have been successful in improving student achievement in the course. This shows that cooperative learning methods in teaching and learning are effective and suitable to be used as an approach in the teaching and learning process of Mathematical Computing courses.

Management of Higher Education Curriculum

The curriculum is a system of learning programs directed towards achieving the goals of educational institutions. The purpose of this study, therefore, is to describe the management of higher education curriculum using a qualitative approach to multi-site studies at Suaka Insan Institute of Health Sciences and Faculty of Nursing and Health Sciences, University of Muhammadiyah Banjarmasin. The research subjects are the dean of the faculty, chair of the Institute of Health Science, head of the study program, and the lecturers. Data collection methods used include interviews, observation, and documentation study while data validity is conducted through data reduction, data presentation, and concluding. The results showed curriculum planning is obtained based on the vision and mission of the institution, input from lecturers, study programs, and stakeholders. The implementation of the curriculum is following the standards of the Curriculum of Higher Education (KPT) and Indonesian National Qualification Framework (KKNI) but, in the learning process, Student-Centered Learning (SCL) method had not been optimally implemented due to the limited ability of lecturers. Curriculum evaluation is not comprehensive because only the lecturer's performance and student learning outcomes are evaluated. The implementation of the Paulinian Ethics institution curriculum and the Islamic values of Al Islam and Kemuhammadiyahan had inconsistencies, like undisciplined

The study of the implementation of research-based learning model to improve the students’ proving skills in dealing with the resolving efficient dominating set problem

Research-based learning (RBL) is one of a student-centered learning (SCL) method that involves research in the learning process. One of skills that can be developed through RBL model is proving skill. The student’s mathematics proving skill needs to be trained and developed because mathematics is a science that includes definitions and statements that need to be proved. This research was conducted to determine the effect of RBL implementation to improve the student’s proving skill in dealing with resolving efficient dominating set problems. The research was used mixed methods by combining qualitative and quantitative methods. The subjects of the study were divided into two classes, namely 23 students in the control class and 20 students in the experimental class. The homogeneity test of the pretest results for two classes showed p - value of 0.43 09, so that the variants of the classes was homogeneous. The independent t-test on the posttest results of two classes showes p - value of 0.00861 5 (p ≤ 0.05 ). It can be concluded that there is an effect of RBL implementation to improve the students’ proving skills in dealing with resolving efficient dominating set problems.

The students’ interaction in mathematics collaborative learning, caring community, and jumping task

Collaborative Learning (CL) is one of Student Centred Learning method. CbL is main aspect in Lesson Study for Learning Community (LSLC). In application, it is combined with Caring Community (CC), and Jumping Task (JT). CL, CC, and JT is very important to build students’ self confidence and their ability. Data is collected by questionaire, interview, and observation. This study is done in Mathematics Learning in Junior High School. CL that integrate with JT is done by 4 steps : (1) lecturer build group with 3-4 members, (2) lecturer give task to students, that is write research topic, (3) one student present their idea in his/her group, and other students discuss and give some solutions, (4) lecturer and students discuss about the research topic, problems and solution. The result if this research is analyzed in 4 aspects, that is, description and quality of CL that integrate with JT, description and quality of CC, quality of students’ self confidence, and students’ ability. First, the quality of CL is high. Groupis designed by 3-4 members, with JT, that what is give, what is problem, and thier solution. Quality of sstudents presentationis high, process of presentation their idea in his/her group is systematic and clear, and process of discussionis very good. Discussion between teacher and students about the research topic, problems and solution is high. Second, quality of CC is very high. The meaning of CC is communication between students, especially, from higher level student to lower level student.

Assessing the outcome of implementation of jigsaw technique as a learning tool and its effect on performance of 1st year medical students in anatomy

Introduction: Multiple factors in the contemporaneous trends in curriculum and medical education demand changes in teaching–learning methods with a dramatic change in the paradigm of teacher-centered teaching methods to student-centered learning methods. The jigsaw technique is an active learning methodology that involves active participation by the students in the learning process where they learn by teaching one another. It is an excellent potential tool to grasp an outsized load of information in a brief period or shorter time frame. The objective of the present study was to assess the effectiveness of the implementation of the jigsaw method as a learning tool during a graduate medical education setting. Methodology: The study was conducted among 150 phase I MBBS students during dissection in the department of anatomy. Two topics were decided and taught by didactic lecture. After taking the pretest, the topics were again taught by the jigsaw technique. After completion of the topic with this technique, students' knowledge regarding the topics was judged by taking a posttest. Pre- and postjigsaw technique assessment scores were calculated. The difference in the mean of pre- and posttests was estimated and compared by applying a paired-t-test to know the effectiveness of teaching methods. Results: The difference in the performance of the students in pre- and postjigsaw technique assessment scores test was calculated by applying paired-t-test which was found to be statistically significant (P < 0.001). About 100% of faculty members readily accepted the suggestion of implementing the jigsaw method. About 88% (132) of students showed enthusiasm and interest to take up the activity. Conclusion: There was an eloquent difference in the performance of the students in pretest and posttest knowledge scores. The results indicate a better performance by the students when they are involved actively in learning and found this method very helpful, interesting, and motivating.