Becoming Student-Centered: The Right Way

2017 ◽  
pp. 143-158
Keyword(s):  
Student Centered ◽  
The Right

scholarly journals Seeking the right balance between three teaching approaches: a quasi-experimental study in the context of learning about thermal phenomena

2021 ◽  
Keyword(s):  
Teaching Approaches ◽  
Interactive Approach ◽  
Student Centered ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Group A ◽  
Context Of Learning ◽  
The Right ◽  
Thermal Phenomena ◽  
Teacher Centered

In this study, we investigated which teaching approach may be optimal to facilitate learning about thermal phenomena in primary school. Concretely, we conducted a pretest-posttest quasi-experiment that included 45 eighth-grade students divided into three groups. In the first group (a non-interactive teacher-centered approach), the teacher gave an experiment-based lecture on converting thermal energy into mechanical work. In the second group (a teacher-centered interactive approach), the teacher gave the same experiments-based lecture, but interacted much more with the students and encouraged them to think about the demonstrations. Finally, in the third group, the student-centered interactive approach was applied. The results of the ANCOVA showed that the three teaching approaches were equally effective in developing students’ understanding of thermal phenomena. However, closer analyses showed that students who learned from the teacher-centered interactive approach significantly outperformed their peers when it came to understanding basic thermal concepts approach, students worked in small groups to conduct the same experiments and “discover” the same relationships that the teacher had introduced in the previous one.

scholarly journals Historia Dilemma Pendidikan Islam: Mengutamakan Kesalehan dan Moral atau Prestasi Akademik atau Integrasi Keduanya dalam Pembelajaran yang Berpusat pada Siswa

2019 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Syu'aib Nawawi
Keyword(s):  
Academic Achievement ◽  
Large Scale ◽  
Science Studies ◽  
Islamic Education ◽  
13Th Century ◽  
Student Centered ◽  
Student Centered Learning ◽  
Religious Doctrine ◽  
Scientific World ◽  
The Right

The purpose of this article is to examine historically the dilemma of Islamic Education in practice prioritizing piety and morals or academic achievement or the integration of both and whether student-centered learning comes from the concept of Islam. The results of the discussion concluded that the progress and decline of Islamic education along with political and other developments in each era of large-scale gradations began the attack of the orientalist era of Al Ghozali, external invasion had attacked the heart of Islam which began from the continuous 11th and 12th crusades and Mongol invasion during the 13th century, and afterwards, Islamic education underwent several transformations in its main characteristics even though it was slowed down by the issue of taqlid. The point is the combination of the deadly taqlid invasion and foreign attacks significantly dims the prominence of Islam in the artistic and scientific world. Between the emergence of the appearance of Islamic thinkers and their relationship with the rulers of their time, differences must be made between Madrasahs and Maktab because both are related to Islamic education. Islam regards science as another form of worship and that humans must be close to Allah. Science studies are expected to strengthen faith: "Muslim educators unanimously agree that the purpose of education is not to cram students' minds with facts alone, but more important is to prepare them for a pure and sincere life". In the Muslim world, regardless of differences in religious doctrine, the curriculum is ideally the same, regardless of the composition of race, language or school. The curriculum in the Maktab is centered on the Quran. Student piety and moral behavior are considered as important as student academic achievement in Islam. The consensus of Islamic education holds the idea that a teacher must persuade students to be brighter than dictate or force - the teacher assures students of the truth. Along with instilling students with his knowledge he must be an example of a model of behavior, because washing, cheating and corruption are not considered as professions in Islam. A teacher must be an example of the religious values ​​expected by students. This opens the way for developing Students' intelligence and personality in the right direction. From this study, it has historically proven that Islamic education is student-centered education

scholarly journals Rhetorical tools in a collection of poems Masih Ingatkah Kau Jalan Pulang by sapardi djoko damono and rintik sedu

2021 ◽  
Vol 6 (2) ◽  
pp. 503
Author(s):  
Rr. Purwanti ◽  
Ratu Wardarita ◽  
Arif Ardiansyah
Keyword(s):  
Data Analysis ◽  
Individual Differences ◽  
Learning Model ◽  
Learning Design ◽  
Student Centered ◽  
Structural Manipulation ◽  
The Right ◽  
Rhetorical Tools ◽  
Descriptive Qualitative

This study aims to analyze the form of rhetorical tools in a collection of poems <em>Masih Ingatkah Kau Jalan Pulang</em> by Sapardi Djoko Damono and Rintik Sedu. Data analysis was carried out in a descriptive-qualitative manner consisting of words, phrases, or sentences in poetry. The results of the research are in the form of rhetorical means, consisting of simile, metaphor, personification, and synecdoche display, repetition structure manipulation, parallelism, polysyndeton, asyndeton, hyperbole, rhetoric, and climax, as well as images of sight, hearing, smell, touch, and motion. The function of rhetoric means is to intensify, enliven, provide clarity of imaginary images, aesthetically, emphasize, rhetorically, generate more effective associations of meaning, make it concrete, and make it easier to imagine. The dominant use of rhetorical means, in structural manipulation, is parallelism and repetition, in images are images of motion, sight, and hearing, in a presentation are metaphors and personifications. The learning design in SMP must be student-centered, paying attention to individual differences and selecting the right learning model.

scholarly journals CRITICAL ANALYSIS OF MODELS OF IMPLEMENTATION OF A HIGHER EDUCATION SEEKER’S INDIVIDUAL EDUCATIONAL TRAJECTORY

2020 ◽  
pp. 152-157
Author(s):  
Victoria FEDOROVA ◽  
◽  
Mykhailo SHULIAK ◽  
Keyword(s):  
Higher Education ◽  
Critical Analysis ◽  
Educational Program ◽  
Free Choice ◽  
Academic Disciplines ◽  
Education Students ◽  
Student Centered ◽  
The Individual ◽  
The Right

Introduction. One of the most important components of the student-centered education concept is to give higher education students the right to independent- ly choose a certain part of the academic disciplines of the educational program, i.e. to implement their individual educational trajectory. Today, there are seven types of models for implementing the individual educational trajectory of a higher education seeker. However, the question remains which model to choose when creating an educational program. Purpose. Critical analysis of models of realization of individual educational trajectory of a higher education seeker. The methods of logical analysis and a systematic approach are used in the article for critical analysis of mod- els of realization of individual educational trajectory of a higher education seeker Results. The article critically analyzes seven models of implementation of individual educational trajectory of a higher education seeker, selected depending on the methodology used to form a variable part of the individual plan: a model that provides a completely free choice of educational components; a model of free choice within a certain set of educational components; a model of choice of educational components in continuous blocks; a model that provides a combination of free choice and continuous blocks; major-minor model; a model based on the concept of "mobility window", as well as a model that provides a combination of the above models. Examples of formation of individual educational trajectory with application of these models are given. Their main advantages and dis- advantages are identified. Conclusion. It is proved that there is no "universal" model of implementation of the principle of selectivity, which would be the most effective for all possible educa- tional programs. When designing each educational program, it is necessary to justify the choice of the model according to which the seeker will make the choice of disciplines. This choice will be different in each case depending on the characteristics of the industry, specialty, the available capabilities of the institution of higher education, in particular in the direction of international cooperation and so on. At the same time, the main criterion for choosing a model for implementing the principle of selectivity should be the quality of training, its competitiveness in the labor market and compliance with the principles of student-centered approach

scholarly journals Desain Pesan Pembelajaran di Era Digital

2019 ◽  
Vol 3 (1) ◽  
pp. 104
Author(s):  
Nanang Gesang Wahyudi
Keyword(s):  
Active Role ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Digital Era ◽  
Quality Of Learning ◽  
Technological Developments ◽  
Information And Communication ◽  
The Right

This paper aims to examine the problems of learning paradigm changes caused by technological developments in education in the digital era and provide solutions for teachers to improve the quality of learning. This study uses qualitative research methods with a literature review approach. Research by exploring the latest and most trusted reference sources is then explored in full and in depth. The results of this study note that technological developments in education led to a shift in the pattern of learning approaches that used to teacher-centered to be student-centered. Learning problems that arise as a result of technological developments in the digital era include; students in the digital age can access science through online with a laptop or smartphone, so that the source of knowledge obtained is less accountable, students are less interested in the design of learning messages taught without innovative media, teachers as facilitators are still lacking in using information technology-based media and communication in improving the quality of learning. This is a challenge for the teacher as a communicator in learning communication. The solution to these problems is that the teacher must active role in validating the source of information obtained by the student's knowledge, so that its validity can be accounted. Teachers need to design learning messages effectively so that students as communicants can receive learning messages well. Teachers need to have the right strategy in utilizing information and communication technology-based learning media in order to improve the quality of learning.

Becoming Student-Centered: The Right Way

2017 ◽  
pp. 143-158
Author(s):  
Mark A. Vonderembse
Keyword(s):  
Student Centered ◽  
The Right

scholarly journals КОНСЬЮМЕРИЗМ СТУДЕНТСЬКИХ ПРАКТИК У ВИЩІЙ ОСВІТІ

2020 ◽  
pp. 17-25
Author(s):  
Катерина Батаєва
Keyword(s):  
Learning Style ◽  
Consumer Attitudes ◽  
Modern Human ◽  
Social Contexts ◽  
Educational Practices ◽  
Consumer Society ◽  
Student Centered ◽  
Life Problems ◽  
Educational Paradigm ◽  
The Right

The problems of consumer positioning of modern youth in the field of education are considered. Youth consumerism practices are regarded as both the effect of total spread of basic principles of the «consumer society» in all social contexts and as a result of social infantilization of youth manifested in such social effects as immaturity, creative impotence and overstated ambitions. Social infantilism appears itself in a receptive attitude to life and to others with expected patronage and guardianship.It is shown that there is a connection between consumerization of an unreliable surrounding and the disintegration of modern human relations. Consumption is essentially an individual activity, even being performed in a company with other humans. The Consumer Man exists in an isolated world of broken relationships with other people, perceiving them as means for symbolic exchange and successful investment.It is shown that there is a connection between consumer attitudes of a person and social infantilism. A social infantile has a consumeristic attitude to life, and, on the contrary, a person’s consumer attitudes tell about his/her social immaturity and infantilism. Therefore, these concepts are used in conjunction as infantilism-consumerism. Social infantilism-consumerism is associated with externalism, with insecurity in one’s own abilities and with the search for a Patron for solving all life problems. In the paper, constructive ways to counteract consumerism and infantilization of students’ educational practices are offered.Firstly, since the consumeristic practices of students are encouraged and supported by a system of instrumental interactions in universities, it is assumed that a change in the conceptual foundations of modern education, a shift from instrumental to communicative forms of interaction can contribute to the formation of non-consumeristic attitudes and discourage the infantilization of students. The instrumental model of teaching at universities is based on the concentration of education agents on knowledge transfer (from teacher to students), the quality of which should be controlled through various ratings, tests, and exams. A student in an instrumental dimension turns into a passive object with the task to meekly accept and memorize information presented by teachers, without the right to criticize, doubt or correct what is perceived. It is demonstrated that such a learning style forms the habitus of intellectual constraint and creative passivity, supporting students’ self-perception as infants, young children who eat the foods that adults prepare for them. On the contrary, the creation of a communicative space of mutual learning at universities, in which students and teachers become co-students (P. Freire), interacting and discussing conceptual problems as partners, contributes to the formation of intellectual maturity (versus infantility) of students who have gained experience of  working with mature scientists.Secondly, since one of the main components of consumerism in the field of education is the students’ confidence that practical rather than theoretical knowledge is valuable, that usefulness (and not truth) is the highest criterion for the information received; then, in order to form anti-consumer educational strategies, the utilitarian educational paradigm that encourages the idea of the consumption and profitability of knowledge should be called into question.Thirdly, it can be assumed that the model of student-centered education can contribute to the infantilization-consumerization of student educational practices. The semantic aspect of the multi-centering (and not single-centering) of the educational sphere is guessed in the concept of personality-centered (versus student-centered) education, in which the idea of cooperation (rather than subordination) of all educational subjects, both teachers and students, develops. Students existing in a polycentric space occupy the subjective positions of co-authors of the communicative learning process, ready to take responsibility for the results of their own activities or inactions.

scholarly journals PENDIDIKAN KRISTEN DI ABAD ERA GLOBALISASI: STRATEGIC TEACHING AND LEARNING YANG BERORIENTASI KEPADA STUDENTS-CENTERED

2021 ◽  
Vol 4 (2) ◽  
pp. 29-40
Author(s):  
Rufina Leong
Keyword(s):  
Christian Education ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Technological Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Right ◽  
Abstract Learning ◽  
Process Strategy

Abstract: Learning strategies have the purpose of giving awareness to educators to increase their knowledge of technological development skills from the era of globalization. The question that arises: What is Christian Education? What are the effective Christian Education learning strategies? What are the challenges, constraints of implementing Christian Education, and how to overcome them? The answer is: (1) Christian education is a student-centered learning process based on elements of communication, collaborative, critical thinking, creativity, and the application of pure values and ethics. (2) Christian Education learning strategies can be done in accordance with the context of students in the classroom with the following rules: teachers determine the instructor learning process strategy, teachers give time and opportunity, teachers give clear instructions to students, teachers give trust and guidance to students and teachers give students the right to learn. (3) The challenges and constraints of implementing Christian Education and how to overcome it are: First, teachers (lecturers) need to be aware of the importance of diversifying teaching and learning methods to be in line with 21st century education in fulfilling their duties and responsibilities for students . Second, teachers should always be proactive, self-assessing, prepared, confident and take the initiative to strive to improve skills and produce effective teaching techniques that are able to attract students. Abstrak: Strategi pembelajaran mempunyai tujuan memberi kesadaran kepada warga pendidik meningkat pengetahuan keterampilan perkembangan tekonologipada era globalisasi. Persoalan yang timbul: Apa itu Pendidikan Kristen?  Bagaimanakah strategi pembelajaran Pendidikan Kristen yang efektif? Bagaimanakah cabaran, kekangan melaksanakan Pendidikan Kristen,  dan cara mengatasinya? Jawabnya adalah: (1) Pendidikan Kristen merupakn proses pembelajaran yang berpusatkan murid berteraskan elemen komunikasi, kolaboratif, pemikiran kritis, kreativiti, dan aplikasi nilai murni dan etika. (2) Strategi pembelajaran Pendidikan Kristen dapat dilakukan sesuai dengan konteks murid di kelas dengan kaidah-kaidah sebagai berikut: guru menentukan strategi proses belajar pengajar, guru beri masa dan peluang, guru memberikan arahan jelas kepada murid, guru memberi kepercayaan dan bimbingan kepada murid, dan guru memberikan hak murid untuk belajar.  (3) Cabaran dan kekangan melaksanakan Pendidikan Kristen  dan cara mengatasinya adalah: Pertama, guru-guru (pensyarah-pensyarah) perlu sadar akan kepentingan mempelbagaikan kaedah pengajaran dan pembelajaran agar selari dengan pendidikan abad ke-21 dalam menunaikan tugas dan tanggungjawab mereka demi kemenjadian murid. Kedua, guru harus sentiasa bersikap proaktif, menilai diri, bersedia, berkeyakinan dan mengambil inisiatif untuk berusaha meningkatkan kemahiran dan menghasilkan teknik pengajaran berkesan yang mampu menarik minat murid.

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS XI IPA MADRASAH ALIYAH SYEKH YUSUF SUNGGUMINASA (STUDI PADA MATERI LARUTAN ASAM DAN BASA)

2017 ◽  
pp. 73
Author(s):  
Felly Falentina Adam
Keyword(s):  
Factorial Design ◽  
Learning Process ◽  
Learning Model ◽  
Learning Motivation ◽  
Student Centered ◽  
Student Centered Learning ◽  
Direct Learning ◽  
The Right ◽  
Pbl Model ◽  
Low Motivation

The learning model which always used by the teacher was direct learning model with teacher centered characteristic, nowdays the learning model which was more suggested was student centered learning model which centered to the students such as Problem Based Learning (PBL). The choosing of the right model, should considered the students psychology condition such as learning motivation which encouraged the learning process, so the learning result could be maximal. The research was Queasy Experiment which involved two classes XI IPA which consisted of 36 students with factorial design 2 x 3. The data was obtained through learning motivation questionnaire and learning result test which analyzed by using SPSS 21 application through Two Way Anova test with mistake level 5% (α = 0,05). The result of research showed that (i) there was a difference of the students’ learning result after being taught by using PBL and direct learning model; (ii) there was no difference of learning result of the students who had high, medium and low motivation; and (iii) there was a difference of learning result of the students who had high, medium and low motivation after taught by using PBL model and direct learning model.

scholarly journals How to Improve Quality in Education Using EAP Approach of - COBI

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Madhumathi Kotamraju
Keyword(s):  
Communication Skills ◽  
English Language ◽  
Engineering Students ◽  
Student Centered ◽  
Language Competence ◽  
Good Communication ◽  
Parallel Increase ◽  
Skills Laboratory ◽  
The Right ◽  
Quality In Education

<p><em>Most engineering students today lack content in their subjects (technical &amp; non-technical) and are unable to perform in the job place because of their haziness.  Reports say that a majority of the engineering graduates in our nation find themselves  extremely difficult to seek employment opportunities.  These Engineering graduates lack content along with required skills for right employment.  To improve the content and confidence, there exists a need for integrating quality into the technical education system especially in the English language laboratory because every aspect of employment process includes good communication skills.   Laboratory is the only platform where a student can learn and improve many things within the academic schedule.</em></p><p><em> </em></p><p><em>The statistics of the AICTE reveals the facts that, with over 3,000 colleges in the nation<strong> </strong>churning out 14 lakh graduates annually, there tends to occur a dip in quality that can be overcome only with the parallel increase of facilities amongst other factors.  To bring about well-rounded graduates with the right technical and language competence, colleges must adopt student-centered method of learning which should aim at developing learner autonomy and independence.</em></p>

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