Effective Teaching | ScienceGate

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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AUDIENCE CENTERED PADA METODE PRESENTASI SEBAGAI AKTUALISASI PENDEKATAN STUDENT CENTERED LEARNING

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v10i2.794 ◽

2015 ◽

Vol 10 (2) ◽

Author(s):

Dliyaul Millah

Keyword(s):

Qualitative Research ◽

Active Learning ◽

Learning Process ◽

Student Centered ◽

Student Centered Learning ◽

Classroom Activities ◽

Learning Centered ◽

Presentation Method ◽

Teacher Centered

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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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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Information Systems Education for the 21st Century

Technology Literacy Applications in Learning Environments ◽

10.4018/978-1-59140-479-8.ch013 ◽

2005 ◽

pp. 171-202 ◽

Cited By ~ 6

Author(s):

Glenn Lowry ◽

Rodney Turner

Keyword(s):

Information Systems ◽

Active Learning ◽

Curriculum Reform ◽

Soft Skills ◽

Student Centered ◽

Student Centered Learning ◽

Business Skills ◽

New Graduates ◽

Vested Interests ◽

Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

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Emerging Technologies

International Journal of Information Communication Technologies and Human Development ◽

10.4018/ijicthd.2017040101 ◽

2017 ◽

Vol 9 (2) ◽

pp. 1-19

Author(s):

Victoria M. Cardullo ◽

Nance S. Wilson ◽

Vassiliki I. Zygouris-Coe

Keyword(s):

Active Learning ◽

Emerging Technologies ◽

Project Based Learning ◽

Educational Design ◽

Student Centered ◽

Student Centered Learning ◽

Pedagogical Content ◽

Knowledge Framework ◽

Flipped Classrooms ◽

Blooms Taxonomy

Emerging technologies enhance student learning through the explicit intentional educational design such as Active Learning Classrooms, Flipped Classrooms, Problem Based Learning, and Project Based Learning to empower students. Throughout this article, we will describe several emerging technologies that support learning for the 21st century using student-centered learning models. By means of vignettes, we model how a Metacognitive Technological Pedagogical Content Knowledge Framework (M-TPACK) supports the use of emerging technologies for active learning (Wilson, Zygouris-Coe, Cardullo, & Fong, 2013). Throughout all of the vignettes, we draw connections to the various emerging technologies and the level of integration using both Blooms Taxonomy (Bloom et al., 1956) and the SAMR Model: Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2006).

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Information Systems Education for the 21st Century

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch223 ◽

2011 ◽

pp. 2791-2816

Author(s):

Glenn Lowry ◽

Rodney Turner

Keyword(s):

Information Systems ◽

Active Learning ◽

Curriculum Reform ◽

Soft Skills ◽

Student Centered ◽

Student Centered Learning ◽

Business Skills ◽

New Graduates ◽

Vested Interests ◽

Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

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Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom

Advances in Educational Marketing, Administration, and Leadership - Learning Styles and Strategies for Management Students ◽

10.4018/978-1-7998-2124-3.ch002 ◽

2020 ◽

pp. 18-34

Author(s):

Sandrina B. Moreira

Keyword(s):

Higher Education ◽

Active Learning ◽

Learning Environments ◽

Interactive Learning ◽

Learning Experiences ◽

Decisive Role ◽

Learning Approach ◽

Student Centered ◽

Student Centered Learning ◽

Learning Techniques

In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.

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Problem Based Learning as Part of Student-Centered Learning

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i4.53237 ◽

2021 ◽

Vol 3 (4) ◽

pp. 1

Author(s):

Andriyani Mudrikah

Keyword(s):

Learning Process ◽

Problem Based Learning ◽

Student Centered ◽

Student Centered Learning

In the 21st century, learning is different from the previous century, where in the learning process students not only memorize knowledge but they are required to be active and creative in thinking. The purpose of this study is to describe the concepts of Problem Based Learning and Student-Centered Learning. The result of this study is that Problem Based Learning is part of Student-Centered Learning where the learning process in Problem Based Learning focuses more on students as learning people.

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IMPLEMENTASI METODE PROBLEM-BASED LEARNING (PBL) UNTUK OPTIMALISASI STUDENT-CENTERED LEARNING (SCL) DI PERGURUAN TINGGI

Jurnal Penjaminan Mutu ◽

10.25078/jpm.v3i1.94 ◽

2017 ◽

Vol 3 (1) ◽

pp. 76

Author(s):

Putu Santi Oktarina

Keyword(s):

Adult Learners ◽

Learning Styles ◽

Learning Process ◽

Teaching And Learning ◽

Social Activity ◽

Problem Based Learning ◽

Student Centered ◽

Student Centered Learning ◽

Concrete Experience ◽

Definition Of

Students at higher education institutions are definitely adults who should be encouraged and given motivation to be the 'adult' learners. Each student has diverse characteristics that will make them ultimately bring different perspectives to the class (different types of backgrounds, learning styles, experiences, and aspirations). Therefore, educators are no longer possible to use conventional methods in cultivating the values to students to get them to be adult learners. The psychological condition of adults will encourage the teaching and learning process to be more directed to the Student-Centered Learning. This method is built on the principles of active learning constructive, some social activity, mental reflection, implementation of prior knowledge, and so forth. The learning process is a reflection cycle (about what happened), the idea of a thing (or something that needs to be tested), action (trial to do something), and outcomes (concrete experience). Problem-Based Learning method is an option that can be used to support the activities of Student-Centered Learning for the use of problems in the learning process can trigger the curiosity of students that will lead them to be able to solve their own problems by giving a definition of a certain problem and specify the collected information. In this way, students will try to associate the information they have and be able to specify the topics they will learn more.

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