AUDIENCE CENTERED PADA METODE PRESENTASI SEBAGAI AKTUALISASI PENDEKATAN STUDENT CENTERED LEARNING

Penulisan artikel ini dilatarbelakangi oleh adanya perubahan paradigma dari guru sebagai pusat dalam pembelajaran/ Teacher Centered Learning (TCL) kepada siswa sebagai pusat dalam pembelajaran/Student Centered Learning (SCL). Untuk maksud tersebut, penulis melakukan penelitian kualitatif dengan memfokuskan pada metode presentasi sebagai salah satu metode yang dapat diaplikasikan untuk mengaktualisasikan Student Centered Learning (SCL) dalam proses pembelajaran di dalam kelas. Metode ini dapat diterapkan pada fokus menempatkan audiens sebagai komponen penting dalam keberhasilan pembelajaran aktif. Peran guru di sini adalah hanya sebagai seorang hakim super yang memungkinkan presenter untuk menangani kegiatan kelas dan menerapkan beberapa teknik untuk membuat para audien aktif dan interaktif.Kata kunci: Student Centered Learning (SCL), presentasi, audiens sebagai pusat pembelajaran<div class="Section1">AUDIENCE CENTERED ON THE METHOD OF PRESENTATION AS THE ACTUALIZATION OF STUDENT LEARNING CENTERED APPROACH. The writing of this article was based on the changing of the paradigm from Teacher Centered Learning (TCL) to Student Centered Learning (SCL). For that purpose, the author did a qualitative research by focusing on the presentation method as one of methods that can be apply to actualize the SCL in the learning process in classroom. This method could be applied on the focus of audience centered that places the audience as the important component in the success of an active learning. The role of the teacher here is only as a super judge who lets the presenters to handle the classroom activities and apply some techniques to make their audience be active and interactive.</div>Keywords: Student Centered Learning (SCL), presentation, audience centered

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Effective Teaching

Higher Education Response to Exponential Societal Shifts - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-2410-7.ch011 ◽

2020 ◽

pp. 226-250

Author(s):

Sophia J. Sweeney ◽

Katherine E. Winsett

Keyword(s):

Active Learning ◽

Student Success ◽

Effective Teaching ◽

Learning Process ◽

Colleges And Universities ◽

Professional Support ◽

Student Centered ◽

Student Centered Learning ◽

College And University ◽

Work Done

This chapter addresses active learning, one type of student-centered learning, as a paradigm for effective teaching based on the science of learning. Some of the elements for active learning as well as the research supporting these approaches are summarized for non-instructional professionals at colleges and universities. The chapter includes a discussion of how administrators and other college and university professionals can support effective teaching and student success. In order to create a culture of active learning, faculty need resources and professional support for making the shift to active learning. They also must be able to rely on other professionals within the institution to support the learning process and the work done by faculty and students within this process.

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Penerapan Model Student-Centered Learning di Lembaga Pendidikan Tenaga Kependidikan

Edukasi Lingua Sastra ◽

10.47637/elsa.v15i2.63 ◽

2018 ◽

Vol 15 (2) ◽

pp. 7-19

Author(s):

Elizar Elizar

Keyword(s):

Active Learning ◽

Learning Process ◽

Teaching And Learning ◽

Project Based Learning ◽

Learning Activity ◽

Training Institution ◽

Student Centered ◽

Student Centered Learning ◽

Active Teaching

Teaching model is important componen in education system. It helps education process in implementing the aim of education effectively an effeciently. So, every education must also be creative in selecting and using education model. Based on the past and todays experiences, quality of education in Indonesia showed that the quality of teaching and learning process done by teachers and students was still low. Learning paradigm still focused on a teacher only (teacher centered learning) that caused learning process unattractive and monotonous. There were some factors that made difficult to change teacher paradigm in teaching and learning activity, namely teacher’s low commitment and skill in implementing active teaching-learning process. Therefore, teachers training institution (LPTK) should prepare the students to have skills in implementing active teaching and learning. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing SCL (Student Centered Learning). It covered modelling a lecturer as a model in implementing active learning in the class and it integrates active learning in small group discussion, role-play and simulation, case study, discovery learning, self-directed learning, cooperative learning, colloborative learning, contextual learning, project based learning, problem based learning and inquiry.

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Internalisasi Nilai Melalui Student Centered Learning (SCL) Approach

Jurnal MUDARRISUNA Media Kajian Pendidikan Agama Islam ◽

10.22373/jm.v6i2.1087 ◽

2017 ◽

Vol 6 (2) ◽

pp. 312

Author(s):

Zulfatmi Zulfatmi

Keyword(s):

Learning Process ◽

Educational Practice ◽

Educational Activity ◽

Educational Institutions ◽

Transfer Of Knowledge ◽

Student Centered ◽

Student Centered Learning ◽

Learning Centered ◽

Common Thread ◽

The One

The learning process that takes place in educational institutions such as schools and even universities are still dry from the effort of planting value for learners. The process that lasted more dominated by the transfer of knowledge (of pouring knowledge) instead of internalizing the values that are important matters in an educational activity. Meanwhile, adult learning methodology has evolved so rapidly, so there has been a learning paradigm shift from teacher-centered learning centered on the learner. As these changes raised concerns some educators to the growing dryness of the learning process of internalization efforts on students in various educational institutions. This study seeks to present a common thread among the various concerns, efforts to internalize the value in educational practice on the one hand and the spirit of the implementation of learning approach centered on the learner on the other side.

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E-LEARNING SEBAGAI SEBUAH INOVASI METODE ACTIVE LEARNING

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v10i2.797 ◽

2015 ◽

Vol 10 (2) ◽

Author(s):

Marzuqi Agung Prasetya

Keyword(s):

Information Technology ◽

Active Learning ◽

Collaborative Learning ◽

Learning Process ◽

Learning Method ◽

Student Centered ◽

Library Research ◽

Active Learning Method ◽

E Learning ◽

Teacher Centered

Artikel ini bertujuan menelaah tentang pembelajaran elektronik (e-learning) sebagai sebuah inovasi metode pembelajaran active learning. Kajian ini lebih bersifat library research dengan fokus untuk mengetahui bagaimana teknologi informasi (TI) turut serta mendukung proses collaborative learning yang telah mentransformasikan pola belajar “teacher-centered” menjadi “student-centered” dengan menciptakan budaya belajar mandiri. Dalam hal ini pembelajaran berbasis TI difokuskan pada e-learning sebagai sebuah inovasi metode pembelajaran, sehingga terlihat dengan jelas bagaimana e-learning serta aplikasinya dalam pembelajaran. Dari kajian ini dapat diketahui bahwa e-learning adalah pembelajaran jarak jauh yang menggunakan rangkaian elektronik dan dilakukan melalui media internet untuk menyampaikan isi pembelajaran, interaksi atau bimbingan dengan bahan ajar yang sesuai dengan kebutuhan. E-learning merupakan suatu inovasi pembelajaran serta alternatif solusi bagi perkembangan kebutuhan belajar. Banyaknya faktor perubahan di era globalisasi turut serta berfungsi sebagai katalisator untuk revolusi sistem pembelajaran dari yang sebelumnya bersifat manual dan konvensional menjadi suatu sistem yang efektif dan efisien dengan dukungan TI.Kata kunci: teknologi informasi, inovasi pembelajaran, e-learning dan internetE-LEARNING AS AN INNOVATION OF ACTIVE LEARNING METHOD. This article aims to describe the electronic learning (e-learning) as an innovation of active learning method. This study is library research with the focus to know the role of information technology (IT) in supporting the collaborative learning process which has been transformed the learning pattern of teacher-centered to student-centered by creating an autonomous learning culture. In this case, the learning process based on IT is focused on e-learning as an innovation of learning method, so it is seem clearly how e-learning is and its application in learning process. From this research can be known that e-learning is a long distance learning which uses an electronic connection and it is conducted via electronic media in delivering the learning content, interaction or consultation with the teaching materials that suit the need. E-learning is a learning innovation and also an alternative solution for the developmental learning need. The many of changing factors in globalization era has a role as a catalyst for a revolution from the previous learning system that was manual and conventional into a system that is effective and efficient with an IT support.Keywords: information technology, learning innovation, e-learning and internet

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Rubrics for academic dissertation assessment. Does peer assessment work?

Proceedings INNODOCT/18. International Conference on Innovation, Documentation and Education ◽

10.4995/inn2018.2018.8835 ◽

2018 ◽

Author(s):

Cristina Pardo García ◽

Vicent Caballer-Tarazona ◽

María Caballer-Tarazona

Keyword(s):

Learning Process ◽

Peer Assessment ◽

Assessment Process ◽

Final Decision ◽

Student Centered ◽

Student Centered Learning ◽

Good Opportunity ◽

Key Points ◽

Average Students

In the recent context of student-centered learning, they are more involved in the whole learning process, while the teacher is only a guide through their learning. This implies that students must be also involved in the assessment process. Following this idea, the peer assessment tries to give the students the opportunity to be in the evaluator position and maybe experience a reflexion about the criteria, what an external person sees in what he/she has to assess. When students have the role of assessing their classmates work, they pay more attention to the content and formal details of the presentation; therefore they can easily identify key points involved in an academic dissertation. This is a good opportunity to actively learn some basic transversal skills for any kind of presentation. Under this context, we present in this paper a comparison of the marks given by both students and teachers, to the same academic dissertation. In addition, we provide the rubric provided to students as a guide for the assessment. As results show, the students’ final decision to assess their peers’ work is quite close to the teacher’s decision. Only light differences were identified, on average, students gave a slightly higher mark to their classmates than the teacher did. However, a correlation on students and teacher marks was found.

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IMPLEMENTASI PENDEKATAN PEMBELAJARAN BERBASIS STUDENT CENTERED LEARNING

Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik ◽

10.47080/propatria.v2i1.493 ◽

2019 ◽

Vol 2 (1) ◽

pp. 59-71

Author(s):

Febrian Alwan Bahrudin

Keyword(s):

Learning Process ◽

Citizenship Education ◽

Dominant Role ◽

Lesson Plan ◽

Active Role ◽

Main Subject ◽

Student Centered ◽

Student Centered Learning ◽

Planning Stage ◽

Teacher Centered

This research is about the Learning Implementation using The ‘Student Centered Learning’ Base in the Pancasila and Citizenship Education Department, the learning process activity can be divided into two types of approaches, such as the learning approach with ‘Teacher Centered Learning’ (TCL) base, and with the ‘Student Centered Learning’ (SCL) base. The approach of learning using the ‘Teacher Centered Learning’(TCL) base is an activity in which the lecturer becomes the main subject in the process of learning, and within the learning process using the ‘Teacher Centered Learning’ (TCL) the lecturer will be a lot more active than the students and thus have a much more important role in this method when it comes to giving the materials for learning. In the ‘Teacher Centered Learning’ (TCL) base method, students tend to be much less active in the learning process, whereas the ‘Student Centered Learning’ (SCL) is a method that gives the students the chance to be active in the process, or in this case, the students are now the main subject of the learning process. The approach of this research is based on qualitative approach and also using descriptive study method. The implementation of learning using the ‘Student Centered Learning’ (SCL) is done through several stages, beginning with planning, execution, and ends with evaluation. In the planning stage the lecturer prepares the administrative part of learning, in which includes making lesson plan, and preparing things that support the learning process, such as media, learning resources, or other innovations that supports learning. This stage of the learning process aims to determine the initial steps so that the learning process can run effectively and efficiently, the making of the lesson plan which positions the students to have a much more dominant role than lecturers is a form of learning using the ‘Student Centered Learning’ (SCL) method, in this stage the implementation of learning makes the students take more part in the learning process compared to lecturers, students are required to be active and creative in the learning process, in this activity the use of learning media is very helpful to be able to implement student centered learning. Student's active role can be applied through class presentations about the material being discussed, besides that the use of electronic-based learning or e-learning has been applied in the Department of Pancasila and Citizenship Education. The last stage is the closing stage where the usual thing to do is to reflect on the learning that has been done with the intent to evaluate so students and lecturers can determine learning improvements at the next meeting.

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Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

Medical Science Educator ◽

10.1007/s40670-021-01264-4 ◽

2021 ◽

Author(s):

Helena Carvalho ◽

Francis C. Dane ◽

Shari A. Whicker

Keyword(s):

Active Learning ◽

Teaching Methods ◽

Basic Science ◽

Teaching Experience ◽

Approaches To Teaching ◽

Conceptions Of Learning ◽

Learner Engagement ◽

Student Centered ◽

Learning And Teaching ◽

Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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Efektivitas Metode Kolaboratif Learning dan Kooperatif dalam Pendidikan Kesehatan Berbasis Komunitas

Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education ◽

10.22146/jpki.25192 ◽

2014 ◽

Vol 3 (1) ◽

pp. 9

Author(s):

Tita Hariyanti ◽

Harsono Mardiwiyoto ◽

Yayi Suryo Prabandari

Keyword(s):

Cooperative Learning ◽

Control Group ◽

Memory Retention ◽

Community Based ◽

Student Centered ◽

Student Centered Learning ◽

Post Test ◽

Quasi Experimental ◽

Group Post

Background: The role of the learning methods is changing from teacher centered learning to student centered learning (SCL). One of the SCL methods is collaborative and cooperative learning. The past twenty years have seen an increase in collaborative and cooperative learning based pedagogies in colleges, but not in community based health education. The aim of this study is to identify the efectivity of collaborative and cooperative learning in community based health educationMethod: This research used quasi experimental non-randomized control group post test design. Respondent of the research are 111 geriatric cadres of Kecamatan Kepanjen and 72 geriatric cadres of Kecamatan Singosari.Results: Data shows that cadre’s knowledge in first training, 30 and 90 days after first training increased in both groups (p<0,001). There is no relationship between individual characteristic (age, education, occupation, time to work as a cadre, training) and increase of knowledge (p>0,05).Conclusion: Collaborative and cooperative method can increase cadre’s knowledge of stroke effectively and maintain memory retention longer than conventional method.

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ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA MATERI GARIS DAN SUDUT

Jurnal Ilmu Pendidikan Indonesia ◽

10.31957/jipi.v8i3.1338 ◽

2020 ◽

Vol 8 (3) ◽

pp. 147-152

Author(s):

SARAH SRI RAHAYU

Keyword(s):

Learning Process ◽

Mathematics Learning ◽

Learning Model ◽

Qualitative Approach ◽

Contextual Learning ◽

Time Constraints ◽

Student Centered ◽

Student Centered Learning ◽

Learning Plan ◽

Descriptive Method

This study aims to find out an overview of how the mathematics learning process on lines and angles in class VII SMP YPK 2 Manokwari, the level of teacher readiness, and to obtain an overview of the implementation of student-centered learning through the contextual learning model that takes place at SMP YPK 2. Manokwari on lines and angles. The method used in this research is descriptive method with a qualitative approach. The results showed that (1) The learning process of mathematics at SMP YPK 2, especially in the material of lines and angles, has gone well in accordance with the learning plan that has been made and in accordance with the learning steps, namely introduction, core activities, closing, and evaluation (2 ) The readiness of the teacher in preparing for learning is good (3) The implementation of learning that is centered on students through the contextual learning model has not been fully carried out due to time constraints and differences in the abilities of each student which are not the same as the lack of existing facilities and infrastructure

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Online Graduate Student Perceptions of Program Community

The Journal of Educators Online ◽

10.9743/jeo.2019.16.2.10 ◽

2019 ◽

Vol 16 ◽

Author(s):

Craig Shepherd ◽

Doris Bolliger

Keyword(s):

Online Education ◽

Student Perceptions ◽

Learning Process ◽

Online Course ◽

Self Directed Learning ◽

Student Centered ◽

Student Centered Learning ◽

Course Content ◽

E Learning ◽

Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

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