Student-centered Learning Model Research Articles

Meningkatkan Hasil Belajar Melalui Metode Problem Based Learning Materi Aku Pribadi yang Unik FASE B Kelas IV SD N 030426 Lae Tarondi Kabupaten Pakpak Bharat

Classroom Action Research entitled Improving Learning Outcomes of Catholic Religious Education Through Problem-Based Learning Methods for Unique Me Material Phase B of Class IV of SD N 030426 Lae Tarondi, Pakpak Bharat Regency. This was conducted to improve the learning outcomes of students in class IV phase B of SD Negeri 030426 Lae Tarondi, Salak District, Pakpak Bharat Regency. The research was conducted by implementing the Problem Based Learning (PBL) learning method. Problem-based learning (PBL) is a student-centered learning model that has been widely known. Although it has been widely known, teachers and prospective teachers need to know the theoretical basis of PBL, the characteristics of PBL, and things that need to be done before and during the implementation of the PBL model. This article aims to explain the theoretical basis of Problem-Based Learning, the characteristics of the Problem-Based Learning model, and the implementation of the Problem Based Learning model. The method used in writing is a literature review. The focus of the study is on the theoretical basis of Problem-Based Learning, the characteristics of the Problem-Based Learning model, and the implementation of the Problem Based Learning model. The results of the study show that in addition to the theory of constructivism, the theoretical basis for PBL is Piaget's Cognitive Development Theory, Dewey's Theory, Bruner's Theory of Discovery Learning. Before implementing PBL, teachers need to train students to learn cooperatively. (Ardianti et al., 2021a)

Comparative Analysis of Learning Models and Assessment Strategies in Social Sciences: A Study of Higher Education Institutions in Indonesia and Malaysia

Indonesia and Malaysia have different pedagogical approaches in the implementation of curriculum and teaching methods, influenced by educational policies and diverse cultural contexts. This study aims to analyze the learning models and assessment strategies applied in social sciences education at higher education institutions in Indonesia and Malaysia. The research employs a qualitative descriptive approach by conducting observations, interviews, and documentation with lecturers and students involved in social science courses at Universitas Islam Negeri (UIN) Mataram and Universiti Pendidikan Sultan Idris (UPSI). The results indicate that in both institutions, student-centered learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL) are well implemented, although UIN Mataram focuses more on a holistic approach, while UPSI extensively utilizes technology through the MYGURU platform to support learning and assessment processes. The study concludes that the adoption of technology in learning is essential to enhance the effectiveness of the teaching and learning process, and both institutions emphasize the importance of continuous assessment and real-world relevant learning. The implications of this research suggest the need for more adaptive educational policies that respond to technological and pedagogical developments to improve the quality of higher education.

The Role of CPD Programs in Supporting Teachers’ Application of Innovative Teaching Methods

Continuous Professional Development (CPD) programs are critical in equipping teachers with the skills, knowledge, and confidence required to adopt innovative teaching methods that enhance educational outcomes. This paper explores the role of CPD in promoting innovative practices in teaching, highlighting how these programs enhance pedagogical skills, foster a growth mindset, and support the integration of student-centered learning models. Despite the significant benefits, CPD faces challenges, including time constraints, inadequate funding, and the misalignment of content with teachers’ practical needs. Addressing these challenges is essential for maximizing CPD’s impact. Future directions for CPD include leveraging technology, fostering collaborative learning environments, and providing personalized and continuous support through coaching and mentoring. By evolving to meet the diverse needs of educators, CPD can play a transformative role in driving educational innovation, ultimately empowering teachers to better prepare students for the demands of the 21st century.

Teams Games Tournament (TGT) Cooperative Learning Model in Learning Personification Figures of Speech

Currently, many teachers still need to pay more attention to conducive learning activities. Teachers tend to use a student-centered learning model so that students feel bored while learning. Based on this, this research aims to analyze the effectiveness of the Teams Games Tournament (TGT) cooperative learning model in personification learning in fourth-grade elementary school. This type of research is experimental research. In this research, the design used was Nonequivalent Control Group Design. The population of this study was 42 fourth-grade elementary school students. The research sample was determined using the cluster random sampling technique. The methods used to collect data are tests, interviews, observation, documentation, and questionnaires. The technique used to analyze data is inferential statistical analysis. The research results, namely the t-test results, show differences in students' ability to understand personification figures of speech after being treated with the effective Teams Games Tournament learning model. The results of the N-gain test showed an increase in the average pretest and posttest scores for the experimental and control classes. It was concluded that the Teams Games Tournament Learning Model can improve student learning outcomes in learning personification figures of speech. This research implies that the application of TGT can improve student learning outcomes.

Review: Penerapan Model Pembelajaran PjBL untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Peserta Didik pada Mata Pelajaran Biologi

21st-century learning is focused on the development of students' moral and intellectual character as well as various skills to face diverse challenges. One student-centered learning model is Project-Based Learning (PjBL). In project-based learning, students engage in tasks that encourage them to solve real and relevant problems within the context of the real world, rather than merely absorbing information. This research aims to analyze the application of the PjBL model in enhancing science process skills and student learning outcomes in high school biology subjects. This type of research is a literature review. The study was conducted by reviewing 20 articles from national and international scientific journals using databases such as PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. The keywords used in the literature search were: project-based learning, PjBL, science process skills, and learning outcomes. The results indicate that the implementation of the Project-Based Learning (PjBL) model in high school biology subjects can improve science process skills and student learning outcomes.

Pengaruh Model Pembelajaran Creative Problem Solving, Teknologi Pendidikan, Dan Gaya Belajar Siswa Terhadap Kemampuan Berfikir Kritis Sebagai Implementasi Kurikulum Merdeka Mata Pelajaran IPAS SDN Karawang Tahun 2023/2024

This study aims to explore the effect of the Creative Problem Solving (CPS) learning model, educational technology, and student learning styles on critical thinking skills as an implementation of the Merdeka Curriculum in IPAS subjects at SDN Banyusari Karawang in 2023/2024. The research method used is a quantitative approach with descriptive and inferential statistical analysis. Data were collected through tests, questionnaires, and documentation from 264 students selected as research samples. Data analysis included description, prerequisite tests, and hypothesis testing using ANOVA and post hoc techniques. The results showed that the CPS learning model significantly improved students' critical thinking skills compared to the conventional learning model. The use of educational technology also contributes positively to the improvement of critical thinking skills, although the difference is not too striking. Kinesthetic learning style proved to be more effective in developing critical thinking skills compared to audio and video learning styles. ANOVA test indicated a significant effect of learning model and educational technology on critical thinking skills, while learning style showed a smaller effect. The conclusion of this study is that the application of the CPS learning model and the integration of educational technology in the Merdeka Curriculum can effectively improve students' critical thinking skills in IPAS subjects. Therefore, it is recommended for teachers to apply student-centered learning models and utilize educational technology to support the learning process.

Application of Student-Centered Learning Model in Guidance and Counseling Course for Students

Among the student-centered approaches, there is one that stands out: student-centered learning (SCL). This model emphasizes students' ability to learn and make decisions. This research uses a qualitative approach with a case study method; examining how the student-centered learning paradigm is applied in the field of guidance and counseling is the main objective of this research. The informants in this study were field study students in the Islamic Education Program at UIN Sunan Kalijaga Yogyakarta during the period October–November 2023. The students involved were all registered in the guidance and counseling course. Data collection techniques include observation and interviews. Based on the results of the study, it was concluded that the application of the student-centered learning model in guidance and counseling classes B and C in the odd semester of 2023 proved effective in increasing student activeness. The increase in student activity can be seen in the increase in critical thinking skills, communication skills, and skills in solving problems. In addition, the lecturer acts as a facilitator of learning practices and is responsible for overseeing the entire learning process. Abstrak Diantara pendekatan yang berpusat pada siswa, ada satu yang menonjol: Pembelajaran Berpusat pada Siswa (SCL). Model ini menekankan pada kemampuan siswa dalam pembelajaran dan pengambilan keputusan terkait pertumbuhan. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, mengkaji bagaimana paradigma pembelajaran yang berpusat pada siswa diterapkan dalam bidang bimbingan dan konseling menjadi tujuan utama penelitian ini. Informan dalam penelitian ini merupakan mahasiswa studi lapangan di Program Pendidikan Agama Islam UIN Sunan Kalijaga Yogyakarta selama periode Oktober–NNovember 2023. Mahasiswa yang terlibat semuanya terdaftar pada mata kuliah Bimbingan dan Konseling. Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Berdasarkan hasil penelitian, diperoleh kesimpulan bahwa penerapan model Student-Centered Learning pada kelas Bimbingan dan Konseling B dan C pada semester ganjil tahun 2023 terbukti efektif dalam meningkatkan keaktifan mahasiswa. Peningkatan aktivitas mahasiswa dapat dilihat dari meningkatnya keterampilan berpikir kritis, keterampilan berkomunikasi, dan keterampilan dalam memecahkan masalah. Disamping itu, dosen berperan sebagai fasilitator praktik pembelajaran yang bertanggung jawab mengawasi seluruh rangkaian pembelajaran.

APPLICATION OF THE QUANTUM LEARNING MODEL ASSISTED BY GEOGEBRA TO SUPPORT STUDENT’S CONCEPT UNDERSTANDING ABILITY

Understanding concepts is very important in learning mathematics because the material in mathematics learning is interconnected between one material and another. To provide understanding of concepts, student-centered learning is needed. One student-centered learning model is the quantum learning model assisted by geogebra to visualize the material provided with the aim of supporting students' understanding of concepts. The aim of this research is to describe students' ability to understand mathematical concepts after applying the geogebra-assisted quantum learning model to cube and block material. This type of research is descriptive quantitative with a posttest only research design. The subjects in this research were students in class VIII.3 of SMP Ikhlasiyah Palembang. Data collection techniques use tests of ability to understand mathematical concepts and observation of teacher and student activities to see the application of the quantum learning model. The test results show that students' ability to understand mathematical concepts is in the good category with an average score of 80.02 which is measured based on indicators of understanding mathematical concepts and from observing teacher and student activities with an average teacher activity score of 93.05%. and 94.38% of student activity shows that the application of the quantum learning model is implemented very well in the learning process.

Application of the Independent Curriculum in Indonesian Language Learning at SMAN 4 Tapung

This study aims to describe the results of the Implementation of the Independent Curriculum in Indonesian Language Learning at SMAN 4 Tapung. The subjects in this study were teachers at SMAN 4 Tapung. The data in this research are primary data and secondary data. There are three data sources in this study. First, Indonesian teacher, second Indonesian teacher, and third Indonesian teacher. The instrument of this research is joint research. The results of this study are twelve. First, the teacher has implemented the independent curriculum in Indonesian language learning. Second, the implementation of the independent curriculum brings positive changes to student behavior. Third, the learning materials for the independent curriculum are better than before. Fourth, the teacher makes students apply P5 (projects, strengthening, profiles, students, Pancasila). Fifth, the application of various learning facilities in schools. Sixth, the teacher gives freedom in using learning resources. Seventh, the teacher applies the type of assessment for the national exam, namely AKM. Eighth, implementing socialization in AKM and character surveys. Ninth, exercise freedom in designing learning activities according to the context and needs of students in the independent curriculum. Tenth, preparing lessons in Indonesian made by the teacher in the form of teaching modules. Eleventh, the application of methods and strategies in implementing the independent curriculum teaching modules in Indonesian. Twelfth, the teacher applies a student-centered learning model.

POGIL Learning Model—Metaphorming for Mobile-Based Cryptography Creation

The cryptography course has a mathematical basis and involves programming algorithms in the creation process while the implementation utilizes a programming language. Cryptography has been widely implemented in everyday life. However, the interest and learning outcomes of students in cryptography courses have not met expectations. Processoriented guided inquiry learning (POGIL) models integrated with metaphor. The POGIL metaphorming model is a student-centered learning model directed at active and creative thinking processes. One of the important processes in this stage is to develop a preliminary form of the product, conduct preliminary field testing, make the main product revision, conduct the main field testing, and perform operational product revisions. Based on the findings from the initial stage, an integrated learning model was developed for the cryptography course. Data for the model validation stage included model books, textbooks, lecturer’s guides, and student guides, calculated using content and construct validation techniques. Analysis of validity test data involves calculating the average score of all validator answers using Aiken’s coefficient v. The study results indicated that the model learning POGIL metaphorming is validly designed to enhance student learning processes and outcomes in cryptography courses.

Keterampilan Mengajar Guru Sekolah Menengah di Kecamatan Pangenan, Cirebon

This service was motivated by the results of the Teacher Performance Assessment carried out at one of the schools assisted by the Madrasah Aliyah 3 Cirebon working group which stated that 60% of teachers did not have the competency skills that indicated they were professional teachers. The assessment team provided recommendations to improve teachers' teaching abilities so that the quality of learning could be better. One effort to improve teachers' teaching abilities can be done by providing training on eight basic teacher teaching abilities, training on student centered learning models and their application in preparing Learning Implementation Plans. In order to overcome this problem, it was implemented. on June 24 2024 training on basic teaching skills for teachers was carried out, on June 25 2024 training on student centered learning models was carried out, and on June 26 2024 feedback and evaluation of training results was carried out through the preparation of learning tool plans. The methods used in this training are lecture, question and answer and simulation methods, while the evaluation is carried out in two parts, namely evaluation during the training process and post-training evaluation.

Strengthening Student Resilience: Student-Centered Learning Model in Merdeka Curriculum in Elementary Islamic School

Strengthening Student Resilience: Student-Centered Learning Model in Merdeka Curriculum in Elementary Islamic School

Applying Digital Technology Opportunities to Education System of Azerbaijan

One of the areas in which the development of information and communication technologies (ICT) has made the greatest contribution is education. The introduction of new technology in education increases the quality of the educational process and creates conditions for the adoption of ICT by the younger generation. Modern technology opportunities have changed education process. It has opened new ways to a massive amount of information through online books, podcasts, images, and videos. Some years ago technology was only used for completing assignments. But nowadays it is used for various aims, from learning to communicating and collaborating. Technology has also opened up numerous opportunities for communication and collaboration. For instance, students in a classroom in rural part of the world can learn from an article published by a other developed countries. Students can communicate through email and even have a lecture, or class virtually via video conference. Furthermore, technology has changed the role of teachers and students. Traditionally, teachers were the centre figure of the learning process, and it was called teacher-centered model. However, with the digital technology sources, information is accessible to everyone, and it gives us more chances for student-centered learning model. In this case the role of teachers is as a guide, and students try to search, to analyze the materials themselves. Of course, the State Program implemented by the Ministry of Education regarding the electronicization of education has created a serious change in this field. During the implementation of the program, modern technological tools were installed in many schools from the capital to the regions. There is no such school that does not have a computer room for the use of students, and does not have an Internet network installed. In most of the capital's schools, the high stage of the electronicization of the educational process has begun. The main purpose of the study is to search literature materials and policy papers about this topic and making description. Keywords: modern education system, digital technology, ITE-Innovative technologies in Education.

Success of university students in preparing hots questions using assignment-based direct instruction

The purpose of this study is to explore the effectiveness of assignment-based direct instruction in preparing university students to develop questions that test learners' thinking skills. One of the greatest challenges facing universities is preparing potential teachers with the ability to develop questions that test students' higher-order thinking skills (HOTS). Using a quantitative descriptive approach, this study analyses the work of 40 university students who were asked to prepare 20 items, as well as question grids and cards for each item, after having undergone assignment-based direct instruction. Analysis shows that: (1) students exhibited a good command of materials (87%), (2) students exhibited a good command of question structure (88%), and (3) students exhibited a good command of Indonesian-language grammar (88%). This study challenges the assumption that teacher-based learning is ineffective, providing evidence that should be considered when evaluating the learning process and its current emphasis on student-centered learning models that sideline teachers. Direct learning based on giving assignments can increase student success in compiling HOTS questions and be a solution to the learning process, which has so far focused a lot on the student-centered learning model, so that the teacher's position is neglected. It suggests that effective pedagogy should not only consider students as active learners but also recognize teachers as creative and pro-active educators. The implications of this study highlight the need for active collaboration between teachers and students in the learning process in higher education.

IMPLEMENTATION OF SCAFFOLDING STRATEGY TO IMPROVE CHEMICAL LITERATION CAPABILITIES AND SELF-EFFICACY THROUGH USE OF THE PROBLEM-BASED LEARNING MODEL AT COLLOID MATERIAL

The scaffolding strategy is designed to address difficulties in understanding materials. By using scaffolding, it is possible to improve chemical literacy and self-efficacy. The teaching of colloidal material has not represented abstract material adequately. Therefore, to enhance chemical literacy and self-efficacy, a student-centered learning model is needed, namely the problem-based learning (PBL) model. This study aims to determine the differences in chemical literacy and self-efficacy in the scaffolding strategy with the PBL model, the relationship between chemical literacy and self-efficacy, and student responses to the scaffolding strategy with the PBL model.The research method used was quasi-experimental with a pretest-posttest non-equivalent control group design. Purposive sampling was employed for sample selection. The study used descriptive and inferential analysis, comparing dependent variables in the experimental class using the scaffolding strategy with the PBL model and the control class using the PBL model, with a sample of 73 students.The results indicate a significant difference in chemical literacy and self-efficacy between the scaffolding strategy with the PBL model and a positive response from students in terms of chemical literacy and self-efficacy after treatment. The Pearson correlation (rxy) between chemical literacy and self-efficacy was 0.674, indicating a strong correlation. The R2 value was 0.454, meaning that self-efficacy contributes 45.4% to chemical literacy. Students showed a positive response to the scaffolding strategy with the PBL model compared to without the scaffolding strategy. Therefore, the implementation of the scaffolding strategy with the PBL model can enhance chemical literacy and self-efficacy by providing students with assistance in understanding materials and problem-solving. The application of the scaffolding model in PBL activities should be modified using supportive media with characteristics similar to those in this study.

Design and evaluation of multimodal learning resources in blended teaching of college English

Higher Education (HE) is transforming towards embracing global pedagogical standards, particularly emphasizing student-centered learning models. In conjunction with these progressive initiatives, the incorporation of the Internet is aimed at enhancing course flexibility for both university instructors and students. Blended Learning (BL), a synthesis of online and face-to-face instruction, emerges as a methodology capable of leveraging the advantages inherent in both traditional classroom learning and online learning environments. The research being examined discovers the HE sector's application of globally recognized educational ethics and student-focused teaching. Online access has better-quality course flexibility. This type of education, which participates in classroom teaching with Online Education (OE), is being verified for communication skills. The research uses Moodle and a predictable informative setting to deal with several modes of education. The 49 HE pupils shared in a pre and post-test. Combining teaching improves communication skills, increasing the relationship between students and educators for a more practical education practice.

Application of the Project Based Learning Model in Improving Creativity and Entrepreneurial Skills for Independent Entrepreneur Students at the Kupang Negeri Polytechnic Campus

Implementation of the Independent Curriculum requires that lecturers carry out learning and teach students using a student-centered learning model. Project Based Learning (PjBL) is a studentcentered learning method. Entrepreneurship is a science that emphasizes attitudes and creativity, where creativity is a skill needed in the digital era. The Merdeka entrepreneurship program is one of the independent learning programs in the Merdeka learning curriculum at the Merdeka campus as a certified independent entrepreneurship development program to prepare individuals who are competent in developing businesses. Learning is used with a project based learning model. This learning activity includes individual and team learning. The aim of the research is to determine the process of implementing the project based learning model in increasing students’ creativity and skills in making business products and the results of increasing students’ creativity and skills in making business products through the project based learning model in learning creative product entrepreneurship courses for the even semester of the 2022/2023 academic year. This research is classroom action research with a project based learning model. The research subjects were students in the 6th semester of the Public Sector Accounting study program, totaling 100 students. Implementation from April to August 2023, consisting of 3 cycles, with stages: “Observation, Planning-Action & Reflection”. Actions are carried out by researchers and collaborators who are tasked with observing and recording any existing developments. The data collection method used is observation. Data analysis was carried out by measuring the creativity and skills of the product results of several types of businesses, namely by presenting them in the form of tables and percentages. The research results show that initial observations show that many groups still lack creativity and skill. In implementing the project based learning (PJBL) method, students experience an increase in their creative thinking and skills after being given action. Increased creativity in making student business products in learning creative products and entrepreneurship in semester 6 2022/2023 amounted to 84.66%, and increased skills in making student business products amounted to 81,25%. The description above shows that the project based learning (PJBL) method can increase student creativity and skills in learning creative products and entrepreneurship.

Research on Student-Centered Blended Learning Model

Research on Student-Centered Blended Learning Model

How to Improve Critical Thinking in Physics Learning? A Systematic Literature Review

COME MIGLIORARE IL PENSIERO CRITICO NELL’APPRENDIMENTO DELLA FISICA? UNA REVISIONE SISTEMATICA DELLA LETTERATURA Abstract Critical thinking skills are essential skills needed in the 21st century. Critical thinking skills can be trained in students through student-centered learning. Through a literature review, this research aims to determine learning models that can improve critical thinking skills in physics. Data collection was based on Scopus and Google Scholar database sources. This type of document comes from journal articles with the keywords «critical thinking», «learning models», and «physics learning» from the years (2011-2021). The literature review used procedures adapted from PRISMA. Documents published are based on predetermined content analysis criteria, including year of publication, author, article source, learning model, physics material topic, research subject, education level, and assessment. Inquiry learning and the higher-order thinking laboratory (HOT Lab) dominate the learning models used to improve critical thinking skills. The critical skills indicators used vary. Indicators of critical thinking skills. Self-regulated learning is rarely used in research instruments compared to other indicators of critical thinking skills. The instruments used are multiple-choice, essays, worksheets, and observation sheets. Research respondents at the university level are often used in studies of critical thinking skills. Fluid mechanics is a topic that is often used in research. This research contributes to improving students’ critical thinking skills through various recommended learning models. Research findings show that student-centered learning models can improve critical thinking skills.

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.