Student-centered Learning Research Articles

Integration of Physics and Mathematics in STEM Education: Use of Modeling

Within STEM (Science, Technology, Engineering, and Mathematics) education, integrating real-world problem scenarios is paramount. Within interdisciplinary education, modeling is an approach to fostering student learning and skill development in a student-centered learning environment. This study focuses on an integrated physics and mathematics course in STEM education based on modeling for first-year engineering students. The main objectives of this study are to analyze students’ models, assess the effectiveness of the pedagogical approach, and evaluate the benefits of integrative education. This study uses a Model-Application Activity as a closure for the quadratic model and extends the models built to a two-dimensional motion situation. The core activity involves a real-world experiment where students attempt to roll a ball down a ramp into a cup. While most groups successfully constructed theoretical models, only a few hit the target, highlighting the complexities of applying theoretical knowledge to real-world scenarios. The study also emphasizes the seamless integration of physics and mathematics, enriching the learning experience and making the models more robust and versatile. Despite the promising results, the study identifies a gap between theoretical understanding and practical application, suggesting the need for more hands-on activities in the curriculum. In conclusion, this study underlines the value of integrating physics and mathematics through modeling and a student-centered approach, setting the stage for future research to enhance the effectiveness of STEM education.

"There’s No Place like Campus"

This study investigates the relationships between students’ psychosocial needs and their preferences for online vs. offline learning in a post-pandemic environment. A mixed-methods study was conducted at a higher education institution in Norway with 240 Bachelor students. Students in a post-covid learning environment value pedagogical forms of student-centered learning, through exploration and group reflection work. Second, students report a preference for limited amounts of online learning. Third, students express a significant need for social support, in the form of non-digital interaction with peers and teachers, and campus-based activities. Finally, while students prefer receiving feedback from peers in physical form, they are also positive toward receiving feedback in a digital form. These findings indicate that higher education institutions should carefully evaluate the amount of digital teaching offered to students, as such choices influence how and to what degree students are able to socially interact with peers and teachers, and their sense of belonging. More research is needed to understand the challenges associated with psychosocial health and well-being among students, and how this relates to online/offline forms of learning.

Student-Centred Learning in Higher Education: Exploring Indonesian English Language Lecturers’ Perception

This study explores the perception of Indonesian English language lecturers in implementing Student-Centred Learning (SCL) in Indonesian higher education. One-way teaching method still occurs and needs to be shifted to two-way interactive teaching method or active learning to develop student engagement in learning activities, and SCL is considered as one of the approaches to develop student engagement. The focus of this study is more on the perception of three English language lecturers towards SCL implementation. This is to consider that their roles are essential in delivering the materials as their responsibility is to facilitate and to drive the learning activity, especially in teaching English as a Foreign Language (EFL) in Indonesian higher education. This research adopted qualitative study by conducting in-depth semi-structured interviews as the method for a small number of English language lecturer participants, and grounded theory was used as the analytical method enabling the presentation of lecturer perception from their context. Findings revealed that the three lecturers had an adequate understanding of the concept of SCL, and they thought implementing SCL is useful and valuable to develop students’ engagement with learning activities and to improve lecturers’ teaching practice even though there are still some challenges that need to be considered. The findings also showed how the participants encountered the challenges and the personal strategies that they saw as effective to be applied. This study suggests it is worth reconsidering the possibilities of valuable English language lecturers’ perception towards SCL implementation in Indonesian higher education.

تعليم مهارة الكلام باستخدام الطريقة الاستقرائية في المدرسة الثانوية قمر الهدى باغوا

Abstract : In the context of learning Arabic, mahārat al-kalām is one of the main skills that must be mastered by students and is one of the ultimate goals of learning a foreign language. In learning the success or failure of a learning objective greatly influences the learning methods and concepts used, one interesting method to use is the inductive method, namely a method whose learning concept is student centered (student centered learning) so that learning is more effective and enjoyable. The objectives of this research are (1). To find out the process of learning speaking skills using the inductive method, (2). To find out the difficulties and provide solutions in learning mahārat al-kalām using the inductive method, (3). To determine the level of effectiveness of using the inductive method in improving Madrasah Aliyah Qamarul Huda Bagu. The approach used in this study is a mixed method approach with an Exploratory Sequential Design research design, namely this strategy relies on collecting and analyzing qualitative data first, then moving on to the process of collecting and analyzing quantitative data. The result of this study is that learning mahārat al-kalām uses the inductive method which is carried out through 2 stages (1). Students are asked to express or describe using Arabic whose theme is given by the teacher, then the teacher analyzes and helps students improve their sentence structure. (2). Students infer language rules from examples of conversations and descriptions that have been done. Maharah Kalam learning using the inductive method at the Qamar al-Huda Bagu aliyah madrasah was declared effective with the results of the t test: t-test > ttable (14.661 > 1.66901) with a 95% confidence level. Then the significance value with SPSS is sig. (2-tailed) of .000 < 0.05.

Sport-Sciences University students’ perceptions related to the use of debates and e-portfolios as student-centered learning strategies

This study analyzed Sports Science Degree university students’ perceptions about the use of debates and e-portfolio as student-centered learning strategies. The study involved 426 students from the third and last year of the program (23% females; mean age = 20.6 ± 1.1). A questionnaire was used to collect data, and thematic analysis revealed four positive (active learning, information exchange, innovation, and skills development) and three negative (ignorance of methodology, lack of interest/distraction, and extra work) themes related to these strategies. Despite some negative perceptions, students highlighted the positive aspects of these methods, indicating that incorporating them can improve learning outcomes.

THE DEVELOPMENT OF READING PROCEDURAL TEXT LOCAL CULTURE-BASED MATERIAL AT MTS LABOR JAMBI

This study aims to develop speaking for general purposes teaching materials based on an inquiry-based learning approach in Jambi University English education study program. This inquiry-learning approach-based teaching material was developed to improve students' speaking skills based on the inquiry process. This research is also a form of implementing learning with a project based learning (PJBL) program for listening and speaking courses for general purposes. The subjects of this development research are students of the first semester of the English education study program for the 2020/2021 academic year. They took the Speaking for general purpose course which is offered in the first semester. This research uses a Research and Development approach. The approach used in this research uses three stages, namely the exploration stage which includes analyzing the needs for teaching materials, the prototype model development stage which includes designing the model and testing the model and the validation stage which includes expert validation. (Sukmadinata (2008). The data collected at the exportation stage is speaking for general purpose based on inquiry. The material made is a prototype speaking for general purpose based on inquiry-based learning. In developing the material, researchers use YouTube online as a teaching and learning medium. Developing activities and learning and their assessments as one of the manifestations of student-centered learning (student based learning). Researchers develop a class management system and monitor and evaluate learning. Researchers also reflect on the learning process associated with the results of case methods and project based learning with innovative development of solving a case, increasing student participation in analyzing cases and finding solutions collaboratively. In the case method model, the lecturer provides a description of a situation that requires the actors in the situation to take l certain decisions to solve a problem. Based on the information presented in the case, students choose alternative problem solving that is considered the most appropriate based on an understanding of the problem, analysis and comparison of available alternative solutions.

Meningkatkan Prestasi Belajar Siswa dengan Discovery Learning Approach pada Mata Pelajaran PPKn SMA

Discovery learning is one of the many student-centred learning models. Thus, the learning model of discovery learning is necessary for development and research. This study aims to determine the effect of the application of the discovery learning model on student achievement in Gunung Sari 1 State Senior High School in the subject of Pancasila and Citizenship Education (PPKn). This research is a pre-experimental study with a static-group comparison design. The instrument used in this study was a multiple-choice test instrument consisting of 26 questions, which were declared valid out of 35 questions. The results of this study show that the count is 1.9959. Based on this, the value of tcount (1.9959)> ttable (1.6706) has a significant level of 5%. The average value of Civics learning achievement of students who apply the discovery learning model is 76, while the average value of Civics learning achievement of students who apply the ordinary learning model is 70. The results of data analysis and discussion conclude that student achievement in Civics subjects that apply the model of discovery learning is better than other learning models. This means that there is a significant difference between the learning achievement of Civics in the experimental class that applies the discovery learning model and the control class that applies the conventional learning model to Civics subjects.

Snippets of Student Centric Methods for Postgraduate Teaching

The field of medical education has witnessed a transition from traditional teaching methods to competency-based medical education, with an increasing focus on student-centered learning. This study aims to provide additional evidence supporting the effectiveness of student-centric approaches in medical education. The main objectives of this study are to assess the implementation of student-centered methods for second-year pathology postgraduate students and to evaluate the outcomes in terms of feedback and performance. In the Department of Biochemistry, several student-centered methods, including experiential learning, flipped classroom, student-led seminars, and a constructivist learning model, were employed for the assigned second-year pathology postgraduate students. Following a 15-day posting period, feedback was collected from the students, and their performance was assessed through graded examinations. Feedback from the participating postgraduate students was obtained, and their performance in the end-of-posting exams was analyzed. The results indicated positive student outcomes, with all students passing the exams. Self-perceived increased critical thinking and reasoning skills were reported during focus group discussion. The findings of this study support the effectiveness of student-centered approaches in medical education. The successful implementation of various student-centered methods for second-year pathology postgraduate students highlights the importance of incorporating learner-centric strategies. These results emphasize the need for faculty development at all levels to facilitate the adoption of student-centered teaching methods in medical education. Keywords: Competency based education, Postgraduate medical education

Effect of Flipped Classroom Approach on Chemistry Students’ Academic Achievement and Retention in Colleges of Education, Yobe State, Nigeria

This study investigated the effects of flipped classroom approach on Chemistry students’ academic achievement and retention in colleges of education, Yobe State Nigeria. Le Vygotsky’s theory provided the theoritical framework for the study. Two research questions and two hypotheses were formulated to guide the study. A pretest-posttest and postposttest control group quasi-experimental research design was employed in the study. The population of the study comprised of 524 NCE II Chemisty students from two colleges of education in Yobe State. Purposive and simple random sampling techniques were used to select 106 NCE II chemistry students. The experimental group (N=44) were taught redox concepts using flipped classroom approach while the control group (N=62) were taught the same redox concepts using lecture method of teaching. Redox Concept Achievement Test (RECAT) was the instrument used for data collection which was validated and tested for reliability. Mean and Standard Deviation were used to answer the research questions and the hypotheses were tested using independent sample T-test at 0.05 level of significance using SPSS software. The findings of the study revealed that the students taught redox concepts using flipped classroom approach have significantly higher academic achievement and retention scores than those who were taught using lecture method of teaching. Based on the findings, it was recommended among others that Chemistry lecturers/teachers should adopt the use of flipped classroom approach because it is a student-centered learning strategy that improves students’ academic performance.

Perbandingan Teacher Center Learning Dan Student Center Learninng Dalam Sebuah Perbelajaran

Curriculum changes in Indonesia reflect efforts to respond to the demands of current developments and educational needs. In general, changes to the curriculum are a positive step to ensure the relevance of learning to developments in society and technology. However, there are many challenges in changing the curriculum in Indonesia, such as teacher readiness, resource availability, and technology integration. The aim of this research is to find out more about the comparison of Student Center Learning (SCL) and Teacher Center Leaning (TCL) approaches in learning. The method used in this research is descriptive qualitative. The technique used was interviewing 3 teachers who taught in various schools. The results of this research are; Student Center Learning gives students an active role as developers of critical learning, while Teacher Center Learning places teachers as the main initiator. Teachers A, B, and C agree that the Student Center Learning is more interactive because it emphasizes the active role of students. They also agreed that Student Center Learning can increase students' motivation and enthusiasm for learning, because students are more involved in the learning process compared to the Teacher Center Learning (TCL) approach.

Self-directed learning and student-centred learning: a conceptual comparison

ABSTRACTSelf-directed learning and student-centred learning are key theoretical constructs in the educational literature. However, to date, the similarities and differences between these terms have not been examined. This paper therefore provides a historical overview of both constructs, followed by an analysis of the similarities and differences between them. The analysis found that student-centred learning has been interpreted in a much broader and more inconsistent way than self-directed learning, and that any conceptual comparison is dependent on the ways in which student-centred learning is interpreted. In particular, the inclusion or non-inclusion of the notion of power-sharing is key when comparing student-centred learning to self-directed learning. If power-sharing is not considered part of student-centred learning, learning might be student-centred and not yet self-directed. An original and important conclusion from the present work is that: only if power-sharing is considered part of student-centred learning can learning be both student-centred and self-directed. Increased clarity around the meanings of these concepts will benefit teachers and other educational stakeholders and will allow us to conduct more valid research to examine the potential impacts of such approaches.

Investigating the impact of university managers' pedagogical knowledge and beliefs on the implementation of student-centered learning approaches in Kenyan higher education

Kenya's higher education institutions are struggling to adopt Student-Centered Learning (SCL) approaches due to limited pedagogical knowledge and traditional beliefs held by university managers. These managers often view SCL as synonymous with Western educational practices and question its applicability in Kenya due to perceived resource constraints. They also hold traditional views that prioritize teacher expertise over student involvement, making them resistant to change and slow to adopt innovative pedagogies. The impact of university managers' pedagogical knowledge and beliefs on SCL implementation is significant. Managers with a deep understanding of SCL principles and a belief in their effectiveness are more likely to support and promote SCL practices, recognizing the need for change and fostering an environment that values student learning and faculty development. To address these challenges and promote effective SCL implementation, Kenyan universities can employ various strategies, such as providing professional development and training opportunities, establishing mentorship and coaching programs, encouraging action research and reflective practice, fostering communities of practice, and developing institutional policies and support systems aligned with SCL principles. By implementing these multifaceted approaches, Kenyan higher education institutions can enhance their pedagogical knowledge and beliefs, fostering a supportive environment for successful SCL implementation and improving teaching and learning quality.

Integrasi Literasi Matematik dan Keterampilan Abad 21: Holistic Pendekatan Pendidikan Matematika di Kelas 5 SD 105329 Wonosari

This study discusses the necessity of transforming the education system to meet the needs of the present era, particularly in the 21st century. 21st Century Education is defined as an education that integrates knowledge, attitudes, and skills with the mastery of information technology (IT). This shift redirects the focus from teacher-centered learning to student-centered learning. The main objective of this research is to examine how the integration of mathematical knowledge into mathematics instruction can be optimally achieved and to assess its impact on 21st-century mathematical skills. The research methodology employs a qualitative research method. The results of this study are expected to provide insights into the effectiveness of a comprehensive approach in enhancing mathematics education at the elementary level by training students to apply mathematical concepts learned in real-world situations while strengthening their skills for everyday life and the future.

Using Problem-Based Learning and Gamification as a Catalyst for Student Engagement in Data-Driven Engineering Education: A Report

This report explores the integration of problem-based learning, gamification, and data-driven approaches in engineering education. With a focus on the course “GeoGovernment 1”, this framework aimed to engage students actively and foster self-directed learning. By tackling real-world issues like automated teller machine (ATM) burglaries in Rhineland-Palatinate (Germany), students gained experience in data analyses and geoinformatics technology. This approach not only motivated students but also enhanced their prospects in science, technology, engineering, and mathematics (STEM) fields, equipping them with skills necessary for their future careers. The course structure emphasized student-centered learning, with educators playing facilitative roles to provide guidance. In summary, the combination of problem-based learning, gamification, and data-driven approaches offers a promising solution to address the challenges faced by STEM education, providing an engaging and effective learning experience for students, and ultimately preparing them for the demands of the ever-evolving professional landscape.

TRAINING ON DIFFERENTIATED LEARNING STRATEGIES WITH MERRDEKA FLOW FOR CHEMISTRY TEACHERS IN PALU CITY

The development of the implementation of the independent curriculum today requires learning with a new paradigm to be realized through differentiated learning strategies so that each student learns according to their needs, culture, and stage of development. MGMP Chemistry in Palu City realizes the importance of making various efforts so that the chemistry learning process runs both in terms of delivering learning materials and implementing practicum in the laboratory is a tangible manifestation of differentiated learning. The current problems are (1) teachers are still confused about interpreting differentiated learning strategies as part of a new paradigm of learning through student-centered learning practices, (2) teachers have not been able to apply the unity of the learning cycle starting from competency mapping, process planning, and implementation of learning assessments, (3) the ability of teachers to formulate learning designs and assessments according to the characteristics of participants' needs Education is still lacking, and (4) teachers still experience obstacles in the realization of the Pancasila Student Profile through learning. The training participants were 30 people who were teachers of chemistry subjects who were members of the Chemistry MGMP group of SMA Kota Palu. This Community Service activity aims to provide an understanding of the principles and application of differentiated learning which includes differentiation of content, processes, and products in chemistry subject matter at the high school level or the same level as the MERRDEKA flow. Activities that have been carried out in the form of workshops, training, and mentoring are carried out with a participatory model. The resulting output targets are scientific publications, differentiated learning guidebooks, and IPR.

Use of Word Racing Game (سباق الكلمات) for Nahwu Learning at Madrasah Ibtidaiyyah Nurul Amal Mojokerto

This study aims to describe the process of applying or using word races and their advantages and disadvantages in Nahwu learning, especially in the material of Isim Mudzakkar and Muannats at Madrasah Nurul Amal Mojokerto. This research was conducted with field research with a descriptive qualitative approach. With interactive data analysis techniques. Based on the results of the study, the use of this learning word race game will entirely be student-centered or known as Student Centered Learning (SCL). increase student motivation to learn. Its interesting principle is to learn while playing and cultivate a love for the Arabic language. Because the use of Gamification in language learning proves that the use of Gamification for foreign language learning has a positive impact, both in increasing learning motivation and achieving learning objectives. These games provide opportunities for students to actively engage, understand concepts better, and improve their Arabic skills. The disadvantages of this game are time pressure which has implications for one of the children's learning motivation, children's interests outside school, and the adjustment of children's learning activities to children's needs.

Silabus Dalam Kurikulum KMMB

This research discusses how the syllabus is used in the KMMB curriculum. The curriculum is designed to prepare students to become active and responsible citizens, with an emphasis on developing critical thinking, problem solving, and social skills. The syllabus in the KMMB curriculum usually includes learning objectives, material to be taught, teaching methods, and assessment. Learning objectives usually include the knowledge, skills, and attitudes that students are expected to achieve. The material taught usually covers topics that are relevant to students’ daily lives and their communities. The teaching method in the KMMB syllabus usually involves an active approach, where students are given the opportunity to participate actively in the learning process. Assessments typically include formative and summative assessments, designed to measure student progress and teaching effectiveness. Overall, the syllabus in the KMMB curriculum is designed to support student-centred learning and the development of skills necessary for life in civil society.

Analysis of Students’ Problem-Solving Ability in Solving Improper Integral Problems

This study aimed to determine the student’s problem-solving-ability using Polya stages in solving Improper Integral questions in online Integral Calculus Learning through zoom applying Student-Centered Learning. It is very rare to find the research that examines students' problem-solving abilities in solving improper integral problems. The research method used in this study was ex-post facto research. The research subjects were 14 students from class B in the third semester of the Mathematics Study Program FKIP UNIB 2020/2021 getting grades A and A- in Integral Calculus Learning. The analysis in Polya stages consisted of Understanding the Problem (P1); Devising a Plan (P2); Carrying out the Plan (P3); and Looking Back (P4. The instruments used to collect data were improper integral test sheets, analysis guide sheets, and open questionnaires. The result showed the mean score of the student’s problem-solving ability was 74.02. The mean value in each stage: P1 = 79.91; P2 = 79.46; P3 = 72.77; and P4 = 65.18. It was concluded that students already had good abilities in understanding problems and planning solutions.

Teacher Development to Augment Pedagogical Competence in Society 5.0

This research aims to analyze and describe the process of enhancing teachers' pedagogical competence in Society 5.0. A qualitative research methodology was employed, utilizing a case study approach. Data were collected through interviews with one principal, one vice principal, six teachers, and one administrative staff member. Data processing techniques included reduction, data presentation, and conclusion drawing. The validity of the data was ensured through credibility and confirmability. The findings indicate three stages of teacher development: (a) Awareness and behavior formation stage, which involves training needs analysis, learning design, access to self-contained material centers, teacher motivation, moral and material support, performance assessment, Yaumiyah, Tastqif, and Tahfidzul Qur'an programs. (b) The ability transformation stage focused on education quality, the application of independent learning, and learning design. (c) The ability enhancement stage involved IT-based learning and teacher collaboration. The outcomes of teacher development encompassed competence mapping, student mentoring, identification of developmental needs, fostering Islamic personality, nurturing character-driven teachers, employing Student-Centered and Project Learning models, and an increase in teachers' knowledge.

Development of Employment Skills and Career Growth of Higher Education Graduates in the Context of Best International Practices

The article discusses the challenges of employment for higher education graduates and justifies effective approaches to developing employment skills and further career growth. It is noted that the key skills for employment include multitasking, leadership, critical thinking, creativity, determination, communicativeness, the ability to present activity results, flexibility, decision-making, teamwork, responsibility for achieving common goals, and so on. Approaches to organizing educational activities and skill development methods are highlighted: a differentiated approach, student-centered learning, the use of active teaching methods, networking, mentoring, coaching. Traditional and innovative methods of graduates' skill development are singled out (project method, puzzles, mind maps, discussions, debates, interactive mini-lectures, presentations, problem-based learning, inquiry-based learning, case method, etc.). Emphasis is placed on the activities of university structural units in providing comprehensive preparation of graduates for the job market, covering skills such as successful resume writing, interviewing, job interviews, adaptation to the first job, lifelong learning, and time management.