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Journal articles on the topic 'Teacher-centered learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Muganga, Lawrence, and Peter Ssenkusu. "Teacher-Centered vs. Student-Centered." Cultural and Pedagogical Inquiry 11, no. 2 (2019): 16–40. http://dx.doi.org/10.18733/cpi29481.

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Wright (2011) distinguishes between teacher-centered and student-centered learning approaches along a spectrum of five dimensions: power balance, course content function, teacher and student roles, responsibility for learning, and assessment purposes and processes. Based on Wright’s framework, this study explores students’ perceptions of their experience with teaching methods at Uganda’s Makerere University. Specifically, the investigation uses a mixed-methods research approach that combines survey data with focus group discussions. A total of 82 students volunteered, with 54 returning questio

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Ameliana, Ive. "TEACHER-CENTERED OR STUDENT-CENTERED LEARNING APPROACH TO PROMOTE LEARNING?" Jurnal Sosial Humaniora 10, no. 2 (2017): 59. http://dx.doi.org/10.12962/j24433527.v10i2.2161.

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Fatima, Sadaf. "Teacher Centered Versus Student Centered Strategies for Undergraduate Students." Pakistan Armed Forces Medical Journal 72, no. 2 (2022): 604–07. http://dx.doi.org/10.51253/pafmj.v72i2.3723.

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Objective: To compare the student-centred learning strategies with teacher-centred strategies in developing adult learning principles for medical students. Study Design: Quasi-experimental study. Place and Duration of Study: Ziauddin Medical College and Jinnah Medical & Dental College, Karachi, Nov 2017 to Oct 2018. Methodology: The study participants included first and second-year medical students. They were divided into two groups. One group of students was recruited from a medical college having a hybrid curriculum through problem based learning and lectures. The other

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Clark, Christopher M., and Frances O'C Rust. "Learning-centered assessment in teacher education." Studies in Educational Evaluation 32, no. 1 (2006): 73–82. http://dx.doi.org/10.1016/j.stueduc.2006.01.004.

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Sholichin, Sholichin, and Dewi Vimala. "PERBANDINGAN METODE STUDENT-CENTERED LEARNING DENGAN TEACHER-CENTERED LEARNING DALAM PENDIDIKAN GIZI." Media Informasi 17, no. 2 (2022): 93–100. http://dx.doi.org/10.37160/bmi.v17i2.609.

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Penelitian bertujuan menganalisis efektifitas pendidikan gizi antara metode Student-Centered Learning (teknik Discovery Learning) dibandingkan metode Teacher-Centered Learning (teknik ceramah dan tanya jawab). Penelitian menggunakan True Experimental Design dengan jenis Control Group Pre-Test and Post-Test. Populasi adalah siswa kelas XI. Subjek ditentukan berdasarkan uji homogenitas hasil pre-test dan dikelompokkan menjadi kelompok perlakuan (29 subjek) dan kelompok kontrol (27 subjek). Kriteria inklusi yaitu subjek mengerjakan pre test, mengikuti pendidikan gizi, dan mengerjakan post-test. D

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Sucipto, Sucipto, Widyaningsih Widyaningsih, and Samsul Bahri. "Perbedaan Model Teacher Centered Learning Dengan Student Centered Learning Terhadap Keterampilan Bermain Bulutangkis." Jurnal Sains Keolahragaan dan Kesehatan 8, no. 1 (2023): 17–32. http://dx.doi.org/10.5614/jskk.2023.8.1.2.

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Penerapan model pembelajaran berdampak pada peningkatan keterampilan bermain bulutangkis siswa. Penelitian ini bertujuan untuk mengetahui perbedaan Teacher Centered Learning dengan Student Centered Learning terhadap keterampilan bermain bulutangkis. Metode dalam penelitian menggunakan eksperimen dengan two group pretest-posttes design. Pengambilan sampel menggunakan teknik sampling jenuh, pada siswa yang mengikuti ekstrakulikuler bulutangkis sebanyak 40 siswa (20 siswa kelompok TCL dan 20 siswa kelompok SCL). Instrumen menggunakan Games Performance Assesment Instrumen (GPAI) untuk mengukur ket

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Triyoko, Hanung. "“From Teacher-Centered to Students-Centered to Collaborative Learning” Illuminating My Teacher Knowledge through Narrative Inquiry." Register Journal 3, no. 1 (2016): 1. http://dx.doi.org/10.18326/rgt.v3i1.1-22.

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Teacher knowledge refers to the ways teachers know themselves and their professional work situations. This paper applies the narrative inquiry method to illuminate my own teacher knowledge. Through each vignette told in this paper, I will inquire into what I know and feel about English teaching-learning process and illuminate my teacher knowledge by referring to what education experts say regarding particular concepts of English teaching-learning. My students and I will have greater chance to share the values behind the students-centered classroom interaction, the Internet-based learning, or o

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Pan, Hui-Ling Wendy. "Learner-Centered Teaching Catalyzed by Teacher Learning Communities: The Mediating Role of Teacher Self-Efficacy and Collaborative Professional Learning." Sustainability 15, no. 6 (2023): 4850. http://dx.doi.org/10.3390/su15064850.

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Although there is evidence suggesting that teacher learning communities can improve instructional practices, the underlying mechanism is not well-understood. This study aimed to investigate the mediating role of self-efficacy and collaborative professional learning in the relationship between teachers’ experiences in learning communities and learner-centered teaching practices. The study surveyed 226 teachers from 28 schools in Taiwan and used structural equation modeling to analyze the data. The findings indicate that participation in teacher learning communities did not directly predict stud

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Morrow, M. Earnest, and Dabae Lee. "Implementing Individualized Learning in a Legacy Learning Management System." International Journal of Designs for Learning 10, no. 1 (2019): 131–44. http://dx.doi.org/10.14434/ijdl.v10i1.22500.

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Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to sup-port and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered on-line courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered

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Xudoyberdiyeva, Aziza Normuhammad qizi. "THE EFFECT OF DIFFERENT LEARNING STYLE ON STUDENT'S READING COMPREHENSION." Results of National Scientific Research 1, no. 9 (2023): 451–56. https://doi.org/10.5281/zenodo.7511671.

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This article highlights general information about different learning style on student's reading comprehension and how can they affect their their learning proccess.The study illutrates comparision of learner centered  snd teacher centered  learning styles.

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Jacobs, George M., and Anita Lie. "Toward Student-Centered Teacher Education Programs." Journal of International and Comparative Education 11, no. 2 (2022): 93–105. http://dx.doi.org/10.14425/jice.2022.11.2.1205.

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The impetus for this conceptual article was the authors’ reflections on their experiences as teachers and teacher educators in various Asian countries (China, Indonesia, Malaysia, Japan, Philippines, Singapore, and Vietnam), combined with their support for Social-Cognitive Theory and student-centered learning. Of course, great variations exist within and between countries in terms of development programs for educators. The present article examines actions by lecturers, policy makers, and other stakeholders which might enhance teacher education by helping it evolve to be more student-centered,

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Dervić, Dževdeta, Džana Salibašić Glamočić, Azra Gazibegović-Busuladžić, and Vanes Mešić. "TEACHING PHYSICS WITH SIMULATIONS: TEACHER-CENTERED VERSUS STUDENT-CENTERED APPROACHES." Journal of Baltic Science Education 17, no. 2 (2018): 288–99. http://dx.doi.org/10.33225/jbse/18.17.288.

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Teaching and learning with simulations is widely used in today's classrooms. Therefore, it is important to examine the factors that potentially influence the effectiveness of simulation-based teaching environments. The aim of this research was to compare the effectiveness of teacher-centered and student-centered Physlet-based classes about one-dimensional kinematics at the level of upper-secondary school. The student sample consisted of 43 students (mostly 15-year-olds). Within the teacher-centered approach the teacher ran and controlled the simulations, and students watched the simulations on

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Rathore, Ehsan, Farhan Riaz, Nabeela Habib, Omair Anjum, Rubbab Zahra, and Muhammad Behzad Salahuddin. "A Comparison between Teacher centered and Student Centered Medical Education Approach: An experimental research." Pakistan Journal of Medical and Health Sciences 16, no. 9 (2022): 104–6. http://dx.doi.org/10.53350/pjmhs22169104.

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Aim: To investigate the comparison between teacher centered and Student centered medical education approach among multiple medical and dental institutes of Lahore. Methods: A thorough investigation was done by collecting data on results of students given Teacher centered medical education and Student centered medical education. Students of each class were divided into 5 groups and given tasks of presenting on given topics and individual students’ participation was encouraged in each group. Results: The results of teacher centered teaching showed that 20% of class scored above 80% marks. 78% of

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Rohach, Lesya, Natalia Petiy, Oksana Shovak та Natalia Shtefaniuk. "Student-сentered learning and teacher-centered learning in EFL context". Сучасні дослідження з іноземної філології, № 2 (26) (2024): 382–93. http://dx.doi.org/10.32782/2617-3921.2024.26.382-393.

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Schreurs, Jeanne, and Roza Dumbraveanu. "A Shift from Teacher Centered to Learner Centered Approach." International Journal of Engineering Pedagogy (iJEP) 4, no. 3 (2014): 36. http://dx.doi.org/10.3991/ijep.v4i3.3395.

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In the framework of the project Western Eastern Teachers' Education Network (WETEN) funded by the Tempus program the network of university teachers were established to share expertise on effective teaching and learning in universities. This network for pedagogical innovation in higher education brought together the experts from EU to share good practice and new teaching methods with academic staff from two eastern countries, Moldova and Ukraine. The learner centered concept was analyzed and guidelines for creating learner centered courses were developed and piloted. The concepts and some exper

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Shin, Hye Sook, and Juhyoung Park. "T he i mpact of t eacher p rofessional d evelopment a ctivities on ICT use in the classroom: A comparison of interactive and structured learning." Korean Journal of Teacher Education 39, no. 6 (2023): 275–98. http://dx.doi.org/10.14333/kjte.2023.39.6.12.

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Purpose: This study explored the impact of teacher professional development activities on teacher and student ICT use in the classroom as the importance of ICT use for student-customized instruction is being emphasized. Methods: Using data on Korean middle school students from ICILS 2018, an international data set, the researchers set teacher-centered ICT use and student-centered ICT use in the classroom as dependent variables and analyzed the impact of teacher professional development activities (classified as interactive learning and structured learning) by using multiple regression.&#

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Chaudhary, Shivani. "Challenges in Student Centered Learning." International Journal for Research in Applied Science and Engineering Technology 12, no. 7 (2024): 983–86. http://dx.doi.org/10.22214/ijraset.2024.63702.

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Abstract: In a student- centered approach the student is at the center of student-centered learning, where learning is dependent upon the learner's interest. It empowers learners to take ownership of their learning process, encouraging and experience real life situations. The goal of this project is to determine the challenges schools, teachers and students are facing in adopting modern technologies. The author discussed the types of student-centered learning and how a teacher can gain attention of students while using gadgets. The Prons and cons of applying student focused learning is mention

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Bashir, Ahmed. "Investigating undergraduate ESL learners’ readiness for autonomous learning." Crossings: A Journal of English Studies 4 (August 1, 2014): 171–87. http://dx.doi.org/10.59817/cjes.v4i.335.

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The paper reports on a study which investigated undergraduate ESL (English as a Second Language) students’ readiness for autonomous learning of English. The main objectives of the study were to get a better understanding of Bangladeshi undergraduate ESL learners’ perceptions about autonomous learning and teacher-centered learning, and to identify whether they are ready for autonomous learning. The study is based on a five-point Likert Scale questionnaire survey followed by a semi-structured interview conducted with the first year students of a major public university in Bangladesh. Quantitativ

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Bochicchio, Mario A., and Nicola Fiore. "Teacher-Centered Production of Hypervideo for Distance Learning." International Journal of Distance Education Technologies 3, no. 4 (2005): 19–34. http://dx.doi.org/10.4018/jdet.2005100103.

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Nurjannah, Intansari, Fatihatul Husniyah, and Totok Harjanto. "TEACHER-CENTERED LEARNING AND STUDENT-CENTERED LEARNING APPROACHES IN NURSING SCHOOL: WHICH ONE IS BETTER?" Belitung Nursing Journal 3, no. 2 (2017): 65–72. http://dx.doi.org/10.33546/bnj.59.

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Background: Student academic achievement is influenced by learning instruments such as: of teaching staff, facility and infrastructure as well as the curricular component. Teacher-Centered Learning (TCL) or Student-Centered Learning (SCL) will also contributes to student’s outcomes as an approach to apply a curricular component.Aim: To compare students’ academic achievement levels between undergraduate students who follow TCL and SCL approaches in nursing school.Methods: This was a quantitative research with a descriptive analytic method comparative study with 918 samples.Methods: The entire u

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Braine, George. "From a teacher-centered to a student-centered approach." Journal of Asian Pacific Communication 13, no. 2 (2003): 269–88. http://dx.doi.org/10.1075/japc.13.2.05bra.

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There is a common belief that, owing to the highly teacher-centered form of education, Chinese students are passive learners. As a result, a student-centered approach such as process writing is believed to be difficult to implement in classes that consist mainly of Chinese students. This study tested these beliefs by introducing peer feedback, the backbone of process writing, to Chinese students enrolled in university writing classes and by measuring the effectiveness of the feedback both quantitatively and qualitatively. The study showed that, with proper training, Chinese students could quic

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Hansen, Dee, and Leslie A. Imse. "Student-Centered Classrooms." Music Educators Journal 103, no. 2 (2016): 20–26. http://dx.doi.org/10.1177/0027432116671785.

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Music teacher evaluations traditionally examine how teachers develop student music-learning objectives, assess cognitive and performance skills, and direct classroom learning experiences and behavior. A convergence of past and current educational ideas and directives is changing how teachers are evaluated on their use of student-centered instructional approaches in the music classroom. These are classrooms facilitated rather than directed by the teacher in which students regularly communicate, collaborate, self-reflect, problem solve, and peer-evaluate about their learning. The authors trace t

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Kusuma, Reni M., Anita D. Anwar, and Dwi Prasetyo. "Peningkatan Kompetensi Manajemen Asfiksia Bayi Baru Lahir Melalui Metode Cooperative-Learning." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 3 (2014): 154. http://dx.doi.org/10.22146/jpki.25257.

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Background: The competence of asphyxia management on newborn baby is essential for midwife. The quality of learning process should be improved by applying interactive learning method. The cooperative learning method is often applied to enhance the effectiveness of clinical learning process. The purpose of this research was to analyze the influence of cooperative learning on competence which consists of student’s knowledge, attitude, and skill in comparison to teacher-centered learning method.Method: This is quasi-experimental research with control group pre-test and post-test design Samples we

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Musyaffi, Ayatulloh Michael, Ida Rosnidah, and Arinal Muna. "Cloud-Based Learning Management: An Effective Learning during Social Distancing." Journal of Educational and Social Research 11, no. 5 (2021): 173. http://dx.doi.org/10.36941/jesr-2021-0115.

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Teaching and learning as a process and concept is often researched through the viewpoint of graduate students as future educators in their respective fields. The aim of this study was to explore graduate students’ conceptions, experiences, and advice about teaching and learning as they embark on their journey as educators. Through purposive sampling, data were collected from students in the final year of their master’s program in education at a large university in Saudi Arabia. A qualitative content analysis of students’ written responses revealed three main themes: 1) definitions of teaching

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Quartey, Jonathan, Carina Eksteen, Glynis Pickworth, Ajediran Bello, and Josephine Ahenkorah. "Self-Directed Learning: A Paradigm Shift for Physiotherapy Education." Journal of Preventive and Rehabilitative Medicine 2, no. 1 (2020): 47–52. http://dx.doi.org/10.21617/jprm2020.218.

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Training physiotherapists to a level where they can influence the standard of health care practice could be a complex process. Entry-level physiotherapy education in Ghana is a continuum between academic and clinical training during which they have to integrate the application and development of skills in communication, collaboration, advocatory and leadership. Self-directed learning is considered by many as one of the appropriate methodologies to allow practitioners to stay up-to-date and knowledgeable of the current literature. A teacher-centered approach is characterized by lecturing and ha

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Ekawati, Dian, and Ahmad Arifin. "Pendekatan dalam Pembelajaran Bahasa Arab: Teori, Konsep, dan Implementasi." An Nabighoh 24, no. 1 (2022): 111. http://dx.doi.org/10.32332/an-nabighoh.v24i1.4818.

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This article is a systematic review of literature that describes the approach as a component in learning, especially in Arabic learning activities. There are two approaches used in the learning process, namely the learning approach with a teacher centered strategy and the learning approach with a student centered strategy. The accuracy of the approach used in learning determines the achievement of the Arabic language learning objectives that have been set in the lesson plan. The learning steps are carried out in accordance with the learning approach used. This article also explains various thi

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Isnaini, Isnaini, Maskud Maskud, Asep Maulana, and Bayu Wahyu Maulana. "APPROACHES TO LEARNING ARABIC: THEORY, CONCEPTS AND IMPLEMENTATION." Abjadia : International Journal of Education 10, no. 1 (2025): 259–68. https://doi.org/10.18860/abj.v10i1.30242.

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This article is a systematic review of literature that describes the approach as a component in learning, especially in Arabic learning activities. There are two approaches used in the learning process, namely the learning approach with a teacher centered strategy and the learning approach with a student centered strategy. The accuracy of the approach used in learning determines the achievement of the Arabic language learning objectives that have been set in the lesson plan. The learning steps are carried out in accordance with the learning approach used. This article also explains various thi

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Ignacio Jr., Avelino G. "EXPLORING THE PERSPECTIVES OF PRESERVICE FILIPINO MATHEMATICS TEACHERS: BASIS FOR A PROPOSED EDUCATIONAL BELIEF MODEL." Problems of Education in the 21st Century 82, no. 4 (2024): 487–506. http://dx.doi.org/10.33225/pec/24.82.487.

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This research explores the educational beliefs of select fourth-year preservice Filipino mathematics teachers enrolled in the Bachelor of Education major in Mathematics program in the second semester of the 2022–2023 academic year in a state university in Bulacan, Philippines, via qualitative-exploratory research. Three qualitative tools were used: a metaphor construction task, unstructured questions, and a drawing task. Thematic analysis and intercoder reliability checking were implemented. Based on the findings, the first theme, the teacher as a knowledge dispenser belief, features the imper

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Talia, Kiki Firginia. "The Expectations of Gen Z in Learning Methods." JIIP - Jurnal Ilmiah Ilmu Pendidikan 7, no. 12 (2024): 13770–78. https://doi.org/10.54371/jiip.v7i12.6367.

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This study aims to explore the learning methods of current Gen Z students, particularly at the high school level, and their expectations regarding classroom teaching approaches. The study adopts a qualitative approach, where data are collected and analyzed through words and descriptions. An incidental sampling technique is applied to select samples based on coincidence. The four questions outlined by Messineo et al. (2007) were utilized to gauge the learning method expectations of Gen Z students. The results indicate that the predominant teaching method in schools is teacher-centered, with a f

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Treve, Mark. "Comparative analysis of teacher-centered and student-centered learning in the context of higher education: A co-word analysis." Iberoamerican Journal of Science Measurement and Communication 4, no. 2 (2024): 1–12. http://dx.doi.org/10.47909/ijsmc.117.

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Objective. This study compared teacher-centered and student-centered learning approaches by identifying and examining word clustering in related research literature. Design/Methodology/Approach. To categorize and compare research findings on each learning approach, a cluster mapping methodology was employed. Five distinct clusters were identified for teacher-centered and student-centered approaches, focusing on themes relevant to each methodology. Results/Discussion. For the teacher-centered approach, the identified clusters are Educational Content and Beliefs, Teaching Actions and Application

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Yang, Fan, and Jing Lin. "A Chinese Tai Chi Model: An Integrative Model beyond the Dichotomy of Student-Centered Learning and Teacher-Centered Learning." Asian Education Studies 1, no. 2 (2016): 44. http://dx.doi.org/10.20849/aes.v1i2.61.

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There are two types of educational approaches: one is student-centered learning and the other is teacher-centered learning. Each approach has its strengths and challenges. Hence debate arises as to which one is more appropriate and this makes some educators confused. In the background of globalization and internationalization of education, the influence of student-centered theory is very profound and far-reaching. Rethinking the student-centered or teacher centered education is important for the development of modern education. We argue that the ancient Chinese Tai Chi philosophy may be an alt

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Ghafar, Zanyar Nathir. "The Teacher-Centered and the Student-Centered: A Comparison of Two Approaches." International Journal of Arts and Humanities 1, no. 1 (2023): 18–23. http://dx.doi.org/10.61424/ijah.v1i1.7.

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There has been much discussion in the field of education concerning the differences between teaching based on the educator and teaching centered on the student. One of the main points of contention is that teaching should be student-centered. The claim that more student-centered instruction and less focus on the teacher is one of the most contentious aspects of the debate. Every tactic has unique advantages and disadvantages that cannot be had with any other approach. "Teacher-centered instruction" is a term that describes the educational approach that is sometimes referred to as "traditional

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GUELLY, Koffitsè Ekélékana Isidore. "Assessing the Use of Learner-Centered Pedagogy (LCP) in the Teaching and Learning of English as a Foreign Language: A Case Study of Selected Public Secondary Schools in Togo." LAKISA, Revue des Sciences de l’Éducation 5, no. 9 (2025): 207–16. https://doi.org/10.55595/lakisa.v5i9.248.

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The traditional way of designing courses called Teacher-Centered Pedagogy (TCP) is a conventional teaching methodology in which the teacher remains at the center of instruction in the teaching-learning process. In this approach, the main focus is on inputs and the teacher decides on the content that he/she intends to teach, how to teach this content and assess the content. However, with the wealth of knowledge acquired about learning over the last decades, this traditional approach has been challenged with a modern one—Learner-Centered Pedagogy (LCP)— with a main focus on outputs to facilitate

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Sesen, Burcin Acar, and Leman Tarhan. "Active-learning versus teacher-centered instruction for learning acids and bases." Research in Science & Technological Education 29, no. 2 (2011): 205–26. http://dx.doi.org/10.1080/02635143.2011.581630.

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Liu, Shengnan, Philip Hallinger, and Daming Feng. "Learning-centered leadership and teacher learning in China: does trust matter?" Journal of Educational Administration 54, no. 6 (2016): 661–82. http://dx.doi.org/10.1108/jea-02-2016-0015.

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Nasution, Abdulgani Jamora, Rodiatul Hasanah Lubis, Annisa Rahimah Lubis, Siti Munawwaroh, and Farhan Syaukani. "Pendekatan Pembelajaran PKN MIS Fajar Shiddiq." EduInovasi: Journal of Basic Educational Studies 3, no. 2 (2023): 174–79. http://dx.doi.org/10.47467/edui.v3i2.3162.

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 Citizenship Education (PKn) in elementary schools has an important meaning for students in the formation of private citizens who understand and are able to exercise their rights and obligations to become intelligent, skilled and characterized Indonesian citizens mandated in Pancasila and the 1945 Constitution. Learning is a process that is carried out by providing education and training to students to achieve learning outcomes. By using several approaches such as (1). Student-oriented or student-centered learning approach (student centered approach) and (2). Teacher-oriented or teacher-

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Woods, Marianne, Grace Goc Karp, and Elizabeth Escamilla. "Preservice Teachers Learning about Students and the Teaching-Learning Process." Journal of Teaching in Physical Education 20, no. 1 (2000): 15–39. http://dx.doi.org/10.1123/jtpe.20.1.15.

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This study engaged 26 preservice teachers (PTs) in research focused on students in a secondary methods course who had early field experience (EFE). The purposes of the study were (a) to determine what PTs learned about students in an early field experience (EFE) that engaged them in a structured teacher research project and (b) to examine how the teacher research process was used by PTs. Results indicated that questions about students became more refined and focused through the research process and that there were fluctuations between student-centered and teacher-centered questions during the

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Farhatin Masruroh and Khulusinniyah. "PELATIHAN DAN PENDAMPINGAN GURU PAUD DALAM INOVASI MODEL PEMBELAJARAN BERBASIS KELOMPOK DENGAN PENDEKATAN STUDENT CENTERED DI KB/RA THARIQUN NAJAH SELETRENG." As-Sidanah : Jurnal Pengabdian Masyarakat 2, no. 1 (2020): 191–226. http://dx.doi.org/10.35316/assidanah.v2i1.764.

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KB / RA teacher training and mentoring activities in the innovation of group-based learning models with the student-centered approach is an attempt to change learning from conventional classical models and teacher-centered to group-based learning that is centered on the activities of students. This activity goes through three stages, namely planning, implementation, and evaluation. At the planning stage, the problem identification process is carried out, making work plans (work plans), and classifying teaching practices (peer teaching). At the implementation stage, it consists of two stages; 1

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Afifa, Aprilia Kharimatul, Mustika Wati, and Mazlena Binti Murshed. "Analysis of Learning-based Material Android app Vector Loaded Authentic Learning Using TBLA Method (Transcript Based Lesson Analysis)." Berkala Ilmiah Pendidikan Fisika 11, no. 2 (2023): 277. http://dx.doi.org/10.20527/bipf.v11i2.15774.

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Learning analysis needs to be done after the learning process ends to get reflections on previous learning. However, the results of the interviews obtained information from class X students that learning analysis had never been carried out. Therefore, analyzing the learning based on the Android application of vector material containing authentic learning through TBLA is necessary. The purpose of the research is to analyze the involvement of students and the use of keywords during the learning process using the Android application on vector material through TBLA. This research is a descriptive

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Нурбергеновна Мамирова, Кулаш. "Principles and methods of student-centered learning (SCL)." SCIENTIFIC WORK 69, no. 08 (2021): 16–19. http://dx.doi.org/10.36719/2663-4619/69/15-19.

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The concept of student-centered learning is based on the following provisions: student in the center of learning, emphasis on active rather than passive learning; emphasis on critical and analytical learning and understanding; interdependence of teacher and student; a reflective approach to the educational process on the part of both the teacher and the students. Student-centered learning requires an ongoing process of reflection (introspection and self-esteem). Teachers and students regularly review their teaching methods and assimilation of competence, thereby stimulating critical thinking a

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Aini, Latifah Ayu Nur, Esti Sudi Utami, and Ermi Dyah Kurnia. "Pelaksanaan Student Centered Learning (SCL) Pembelajaran Bahasa Jawa Di SMK N 3 Klaten." Piwulang : Jurnal Pendidikan Bahasa Jawa 11, no. 1 (2023): 110–18. http://dx.doi.org/10.15294/piwulang.v11i1.44682.

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The purpose of the research is: (1) describe the implementation of Student Centered Learning in Javanesse language learning at SMK N 3 Klaten; (2) describe the supporting and inhibiting factors in the implementation of Student Centered Learning in Javanesse language learning at SMK N 3 Klaten. This research is an evaluative research with qualitative methods. The data of the research from the process of implementation Student Centered Learning and the data sources from teachers and students. The data collection technique by interview and questionnaires. Analysis techniques using data collection

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Duan, Maojun, Fenghui Dong, and Jiaqing Wang. "Student-Centered Assessment Research on Holographic Learning Paradigm Based on Intelligent Analytic Hierarchy Process in Teaching of Bridge Engineering Course." Sustainability 16, no. 6 (2024): 2430. http://dx.doi.org/10.3390/su16062430.

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As the core course of civil engineering, the teaching quality of bridge engineering and the learning effectiveness of students are crucial for the construction of bridge engineering. The traditional teaching of bridge engineering courses tends to be teacher-centered, with learning as a supplement, and therefore is commonly referred to as teacher-centered. This article analyzes the drawbacks of the teacher-centered teaching model and proposes a student-centered holographic teaching method in the teaching practice of bridge engineering courses. By reconstructing the learning content and construc

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Meilasari, Venty. "IMPLEMENTASI LESSON STUDY PADA MATA KULIAH PENGANTAR LOGIKA DI STKIP MUHAMMADIYAH KOTABUMI." Eksponen 8, no. 1 (2018): 34–41. http://dx.doi.org/10.47637/eksponen.v8i1.139.

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Pengantar logika which focus on teacher-centered learning leads to the lack of student involvement in learning. This study aims to describe the application of learning models TAI-based lesson study and see the impact on improving student learning activities. Application of lesson study consists of three stages: planning, implementation (do), and reflection (see). Open lesson implementation is done three times. Based on the findings of the observers, the application of lesson study is able to shift the learning paradigm from teacher-centered to student-centered. This is indicated by the more do

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Yamagata, Satoshi. "Comparing core-image-based basic verb learning in an EFL junior high school: Learner-centered and teacher-centered approaches." Language Teaching Research 22, no. 1 (2016): 65–93. http://dx.doi.org/10.1177/1362168816659784.

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The present study investigated the effects of two types of core-image-based basic verb learning approaches: the learner-centered and the teacher-centered approaches. The learner-centered approach was an activity in which participants found semantic relationships among several definitions of each basic target verb through a picture-elucidated card game. By contrast, the teacher-centered approach involved explicit instruction from the teacher explaining how several definitions of the basic target verbs are interrelated. A total of 241 Japanese EFL (English as a foreign language) junior high scho

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Husna, Izmatul. "Upaya Meningkatkan Profesional Guru dalam Menggunakan Model Pembelajaran Problem Centered Learning (PCL) pada Mata Pelajaran Matematika." COMSERVA Indonesian Jurnal of Community Services and Development 2, no. 12 (2023): 2873–91. http://dx.doi.org/10.59141/comserva.v2i12.710.

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Being a professional teacher is not easy, because it requires special abilities, expertise in the field of teaching, so that he is able to carry out his duties and functions as a teacher with maximum ability. The phenomenon in the field, found that the professional ability of teachers is still very concerning, teachers find it difficult to develop varied learning methods in the classroom. One of these efforts is to conduct School Action Research which aims to improve the ability of teachers to teach their students in Mathematics subjects through the Problem Centered Learning (PCL) Learning Mod

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Misbah, Misbah, M. Sidin Ali, and Muhammad Arsyad. "The Influence of Learning Models and Formative Tests on Students Science Learning Outcomes." Jurnal Penelitian Pendidikan IPA 11, no. 5 (2025): 628–37. https://doi.org/10.29303/jppipa.v11i5.10835.

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Science learning requires learning that is not only centered on the teacher (teacher centered), but must also be centered on students (student centered) (Zulfikar: 2021). This study is a type of true experimental research that aims to determine the effect of learning models and formative tests on the science learning outcomes of students of class VIII of SMPN 3 Majene. The independent variables in this research are the probing prompting and problem-based learning models. The moderator variables are objective and subjective formative tests, while the dependent variable is the learning outcome.

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Sari, Nuraeni Nanda, and Imas Ratna Ermawati. "Development of Teacher-Centered Learning Model with Prophetic Values." Jurnal Pendidikan MIPA 23, no. 4 (2022): 1790–801. http://dx.doi.org/10.23960/jpmipa/v23i4.pp1790-1801.

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Huang, Chih, and Qi Zheng. "How teaching style influences learning effectiveness through learning motivation." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 6 (2022): 468–77. http://dx.doi.org/10.20525/ijrbs.v11i6.1933.

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This study investigates the relationship between teaching style and learning effectiveness and further examines the mediating effect of learning motivation in the relationship between teaching style and learning effectiveness. This study adopted the undergraduate students of University A in China as the research sample and conducted a quantitative survey to test the hypothetical relationship between these variables. The results showed that (i) the teacher-centered teaching style significantly negatively affected professional knowledge. (ii) the student-centered and the eclectic-centered teachi

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Dr.A.Shaji, George, and Siranchuk Dr.Nataliia. "From Teacher-Centered to Learner-Driven: A Review of the Progression Towards Student-Centric Education Models and Practices." Partners Universal Multidisciplinary Research Journal (PUMRJ) 02, no. 02 (2025): 15–23. https://doi.org/10.5281/zenodo.15041868.

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The development from conventional, teacher-centered learning models to more student-driven approaches in education is given in a thorough review in this research paper. It looks at the goals, reasons, and advantages of this paradigm change in relation to society, teachers, and students themselves.  Common implementations and kinds of problems or obstacles faced are discussed together with approaches for allowing student-centered classrooms. We explore the direction of student-centered learning, stressing benefits for the next generations and ideas for advancing this movement. &n

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Masturin, Siti Amaroh Mukti Ali. "Effective And Fun Learning Management Of Islamic Education." Multicultural Education 7, no. 2 (2021): 297. https://doi.org/10.5281/zenodo.4565525.

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<em>Teaching methods improvement in school is increasingly important in globalization era and educational autonomy. There have been school management change, from centralized management into School-Based Management so that school should prioritize on the needs of students as education customers and stakeholders.Learning orientation also changed, from teacher-centered learning into student-centered learning. Teacher must be able to implement active learning that is innovative, creative, effective, fun, interactive, inspiring, challenging, and motivate students to participate actively. Moreover,

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