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Статті в журналах з теми "Students-centered learning"

Автор: Grafiati

Опубліковано: 28 травня 2022

Оновлено: 31 липня 2025

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1

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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2

Imam Santosa, Ifan Iskandar, and Lulu Atul Munawaroh. "Assessing Students’ Learning Readiness Toward Student-Centered Learning." Journal of English Education and Teaching 8, no. 1 (2024): 254–68. http://dx.doi.org/10.33369/jeet.8.1.254-268.

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This research examined the readiness of English Education students at Esa Unggul University towards the student-centered learning (SCL) approach, focusing on three main aspects of learning readiness: physical, mental, and cognitive. With the increasing adoption of SCL in educational settings, understanding students' readiness across these dimensions was crucial for its effective implementation. Through a qualitative descriptive analysis, this study employed questionnaires and interviews with 43 freshmen to explore their readiness. The research methodology integrated a purposive sampling techni

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3

Amri, Faisal, and Nur Ekaningsih. "ENHANCING STUDENTS’ COGNITIVE ABILITIES THROUGH STUDENTS-CENTERED LEARNING (SCL)." Kajian Linguistik dan Sastra 2, no. 2 (2018): 141. http://dx.doi.org/10.23917/kls.v2i2.6736.

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AbstractThis conceptual paper, presents about the result of discussion regarding students-centered learning improves students’ cognitive ability. SCL improves skills by developing cognitive ability lies within them as the first basic skill. It is important for students to have adequate cognitive abilities to keep up the materials which are being taught by teachers. Therefore, this paper will explain about cognitive ability. Cognitive ability which is affecting on learning process, has made some teachers struggle to seek a way how to improve it. There are few methods that have been chosen thoro

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4

Ramandhani, Sahid, Arya Yusuf, Kenanga Kusuma Murdiyani, and Siti Nursipa Wulida. "STRATEGY FOR IMPLEMENTING EMBEDDED SYSTEMS PROGRAMMING LEARNING WITH THE STUDENT CENTERED LEARNING METHODS." TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) 3, no. 2 (2024): 25–32. http://dx.doi.org/10.55047/transtool.v3i2.1332.

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Student centered learning (SCL) focuses on students achieving learning objectives. This study aims to determine the impact of applying student centered learning (SCL) learning methods in embedded system programming subjects. The student centered learning (SCL) method is used to train creativity and improve student understanding in carrying out practical learning in the classroom. The subjects of this study were 64 students of class XI Electronics Engineering from 2 classes, namely TE 1 and TE 2. This research used descriptive qualitative research methods. The data analysis used is descriptive

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5

Gaffney, Theresa. "Examining the Impact of a Student-Centered Learning and Assessment Strategy on Engagement among Nursing Students." Journal of Quality in Health Care & Economics 5, no. 4 (2022): 1–4. http://dx.doi.org/10.23880/jqhe-16000293.

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Background: Engaged students have better learning experiences and outcomes. Methods: A descriptive, exploratory study using the Student Course Engagement Questionnaire examined the impact of a student-centered learning and assessment strategy on engagement among accelerated nursing students. Results: Overall, the finding show positive support for the student-centered learning and assessment strategy. Of the four engagement factors, performance engagement ranked the highest and participation engagement ranked the lowest. Conclusion: While students are more engaged in student-centered learning e

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6

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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7

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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8

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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9

Ye, Hong, and Dolores Borras. "Teaching Approaches and EFL Students’ Self-Regulated Learning Capacity." Asia Pacific Journal of Management and Sustainable Development 12, no. 2 (2024): 38–46. https://doi.org/10.70979/fkor1485.

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This study investigates the relationship between teaching approaches and EFL students’ self-regulated learning capacity in a Chinese university setting. The research explored the characteristics of teaching approaches, including student-centered independent inquiry learning, teacher-centered direct teaching, student-centered cooperative learning, and teacher-centered questioning, and assessed EFL students’ self-regulated learning capacity in terms of commitment control, metacognitive control, satiation control, emotion control, and environmental control. The study found that while EFL students

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10

T., Saravanan. "Teaching-Learning Outcomes." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 5–7. https://doi.org/10.5281/zenodo.7323070.

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There has been a greater attention in recent times on the outcomes of the education system so that the return on investments in education could be evaluated. It is measured that based on tangible performance indicators and intangible students  outcome known as outcome-based education(OBE).Learning outcomes describe the measurable skills, abilities, knowledge or values that students should be able to demonstrate as a result of a completing a course. They are student-centered rather than teacher-centered, in that they describe what the students will Outcome-based education (OBE)  

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11

Dona Surizal. "The Implementation of Students Center Learning Principles in Teaching and Learning Process." JURNAL INOVASI EDUKASI 3, no. 1 (2020): 1–4. http://dx.doi.org/10.35141/jie.v3i1.686.

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The teaching and learning in Indonesia follows the trend in currents English language teaching that focusing on developing learners’ communicative competence and on promoting active language learning strategies in classrooms. The change is the approach to language teaching from teacher-centered to students-centered. The aim of this research was to find out the teachers implementation toward the principles of students centered in teaching and learning process. This study was mix method research, where the sources of data were the result of observations with three English teachers of SMAN 2 Sung

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12

J, Rezuana Bai. "Student Centered Learning - “Students Preference of Teaching Methods”." IJIREEICE 4, no. 2 (2016): 92–95. http://dx.doi.org/10.17148/ijireeice.2016.4225.

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13

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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14

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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15

Lestari, Endang, and Djauhari Widjajakusumah. "Students’ self-directed learning readiness, perception toward student-centered learning and predisposition towards student-centered behaviour." South-East Asian Journal of Medical Education 3, no. 1 (2009): 52. http://dx.doi.org/10.4038/seajme.v3i1.468.

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16

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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17

Bahrudin, Febrian Alwan. "IMPLEMENTASI PENDEKATAN PEMBELAJARAN BERBASIS STUDENT CENTERED LEARNING." Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 2, no. 1 (2019): 59–71. http://dx.doi.org/10.47080/propatria.v2i1.493.

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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 lectu

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18

Hamza, Atifnigar, Alokozay Wahidullah, and ur Rahman Zaheer Zia. "Postgraduate Students' Perceptions toward Student Centered Learning (SCL): A Study of Afghan Postgraduate Students at TESL- University Technology Malaysia." International Journal of Management and Humanities (IJMH) 4, no. 7 (2020): 115–19. https://doi.org/10.35940/ijmh.G0723.034720.

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Afghanistan formal education has long been dominated by the traditional teaching method whereas students are likely to be passive. Therefore, this study aims to explore Afghan Post-graduate student’s perception toward Student-Centered Learning (SCL) approach in terms of the perceived benefits, satisfaction, and the challenges they confronting in their studies. The study was conducted among 38 Afghan students from University Technology Malaysia (UTM). Questionnaire and a semi-structure interview tools have been used to collect data from students. The data was analyzed using descriptive st

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19

Chen, Jian, Junhai Zhou, Li Sun, Qiuhui Wu, Huiling Lu, and Jing Tian. "A new approach for laboratory exercise of pathophysiology in China based on student-centered learning." Advances in Physiology Education 39, no. 2 (2015): 116–19. http://dx.doi.org/10.1152/advan.00143.2014.

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Student-centered learning is generally defined as any instructional method that purportedly engages students in active learning and critical thinking. The student-centered method of teaching moves the focus from teaching to learning, from the teachers' conveying course concepts via lecture to the understanding of concepts by students. The student-centered method has been used extensively in lecture courses in China; however, there is little evidence of its use in laboratory courses. The purpose of the present study was to describe the implementation of a student-centered method in a pathophysi

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20

Muda @ Yusof, Nazuha, Zokree Abdul Karim, Ruzaidah A. Rashid, and Zamzulani Mohamed. "Factors Affecting Students’ Achievement in Mathematics." Jurnal Intelek 14, no. 2 (2019): 198–207. http://dx.doi.org/10.24191/ji.v14i2.235.

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Most programs at the university level require completion of mathematics courses. To survive inuniversity, those who are taking mathematics courses should succeed in their examination so that this canbe a path for them to proceed smoothly in their study. This research investigates the factors contributingtowards achievement in mathematics at a public university. The identified factors are students’ attitude,student-centered learning and classroom environments. The data was collected randomly from 86students who took business mathematics course in 2018 through a distribution of questionnaires. T

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Knissarina, Malika, Aigul Syzdykbayeva, Yelena Agranovich, Gulmira Zhumaliyeva, and Aigerim Baikulova. "Impact of practice-centered learning on the development of students' professional identities: Learning outcomes." Journal of Education and e-Learning Research 11, no. 1 (2024): 97–106. http://dx.doi.org/10.20448/jeelr.v11i1.5344.

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The progress of education in our country is still constrained by the low status of teaching. The comprehension and growth of university students' stages of professional identity creation are not well researched. This issue is now recognized on both a theoretical and practical level. This research aimed to examine the effectiveness of providing practice-centered learning in the construction of students' professional identities. The study employed a mixed-data collection strategy. A random sample of respondents was used to generate quantitative data. The study involved 253 learners at "Baishev U

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Mudrikah, Andriyani. "Problem Based Learning as Part of Student-Centered Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (2021): 1. http://dx.doi.org/10.20961/shes.v3i4.53237.

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<p><em>In the 21<sup>st</sup> 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.</em></p>

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Tang, Kuok Ho Daniel. "Student-centered Approach in Teaching and Learning: What Does It Really Mean?" Acta Pedagogia Asiana 2, no. 2 (2023): 72–83. http://dx.doi.org/10.53623/apga.v2i2.218.

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Student-centered approach has been the center of attention in teaching and learning as the emphasis to shift away from teacher-centered approach is growing. While the term has been widely used, it remains unclear how it can be effectively operationalized given the continuum nature of teacher-centered and student-centered approaches. This article examines 34 articles and included a thematic analysis of their contents to systematically present the methods to operationalize student-centered approach. A channel to practice student-centered approach is project-based learning where students work on

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Sumantri, Mohamad Syarif, Gilar Gandana, A. R. Supriatna, Vina Iasha, and Bramianto Setiawan. "Maker-Centered Project-Based Learning: The Effort to Improve Skills of Graphic Design and Student's Learning Liveliness." Journal of Educational and Social Research 12, no. 3 (2022): 191. http://dx.doi.org/10.36941/jesr-2022-0078.

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Maker-Centered Project Based Learning is one of the developed learning models that emphasize the concept of stimulation to develop students' creativity, productivity, and innovation. This learning model is suitable because it has a positive simulation value to encourage students to solve real-life problems. Therefore, this research focuses on examining the application of the Maker-Centered Project-Based Learning Model in student lecture activities to improve graphic design skills and student learning activities. This research uses a quasi-experimental method with a Posttest-only Control techni

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Santosa, Allicia Deana, Sri Hardianti Sartika, and Iis Surgawati. "Increasing Student’s Learning Motivation and Learning Outcomes through the Application of Participant Centered Learning (PCL) Cards." Cakrawala: Jurnal Pendidikan 16, no. 2 (2022): 88–98. https://doi.org/10.24905/cakrawala.v16i2.340.

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The Covid-19 pandemic has had significant effects in many aspects, including the world of education. The changes require an adaptation to learning methods used increasing students learning motivation. In higher education, learning methods that are student centered and lecturers only serve to give instructions. Participant-centered learning (PCL) is a learning method that is suitable for use in higher education because collage students are considered participants not just students. The purpose of this research was to analyze the impact of implementing PCL in increasing motivation and learning o

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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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Aquino, Mark Vincent, April Rose Vicente, and Juliefer Fernando. "The Lived Experiences of Teacher Education Students Enrolled in a Student-Centered Environment: A Phenomenological Study." Psychology and Education: A Multidisciplinary Journal 21, no. 2 (2024): 151–59. https://doi.org/10.5281/zenodo.12510398.

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The research investigates the lived experience of teacher education students enrolled in a student-centered classroom environment. A classroom environment plays a vital role in developing academic performance through differentiated learning experiences. In the Philippine higher education under the implementation of a new curriculum, a focus on student-centered teaching approach was highlighted to achieve the goals of outcome-based education. The study about the students’ lived experiences in a student-centered classroom setting could determine the strengths and weaknesses of the teaching

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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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Putri, Anisa Hersa, Amelia Eka Frimasary, and Wisma Yunita. "Improving Students’ Learning Outcomes in Learning English by Using Interactive Multimedia." TRIADIK 22, no. 1 (2023): 96–107. https://doi.org/10.33369/triadik.v22i1.33565.

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Abstract Technology can change the paradigm of teacher-centered to be student-centered. One of the advantages of the technology is in utilizing multimedia. Multimedia is one type of media that can be used as the solution to improve the student motivation and participation in learning process. This classroom action research aims to improve English learning outcomes of students in SMA Negeri 2 Kota Bengkulu by using interactive multimedia. The research sample is students of class X IPS A consisting of 36 students. Samples were taken by purposive. The stages of the research consisted of Planning,

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E., Handayani Tyas1; Lamhot Naibaho2. "IMPLEMENTATION OF STUDENTS CENTERED LEARNING AT PERSEKUTUAN SEKOLAH KRISTEN DJAKARTA." INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY 7, no. 8 (2018): 585–91. https://doi.org/10.5281/zenodo.1403398.

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<strong>Objective</strong>: The purpose of this study is to know how the implementation of student centered learning at Persekutuan Sekolah Kristen Djakarta (PSKD). <strong>Methods</strong>: The research method used is survey method by using qualitative research approach. The respondents of this research were teachers, consisted of 31 teachers and they were selected from 66 teachers by using proportional random sampling. The instruments used in this study were questionnaires (consists of 24 statements) and interviews sheet. The data were analyzed descriptively by implementing likert scale. <st

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E., Handayani Tyas1; Lamhot Naibaho2. "IMPLEMENTATION OF STUDENTS CENTERED LEARNING AT PERSEKUTUAN SEKOLAH KRISTEN DJAKARTA." INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY 7, no. 8 (2018): 585–91. https://doi.org/10.5281/zenodo.1403833.

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<strong>Objective</strong>: The purpose of this study is to know how the implementation of student centered learning at Persekutuan Sekolah Kristen Djakarta (PSKD). <strong>Methods</strong>: The research method used is survey method by using qualitative research approach. The respondents of this research were teachers, consisted of 31 teachers and they were selected from 66 teachers by using proportional random sampling. The instruments used in this study were questionnaires (consists of 24 statements) and interviews sheet. The data were analyzed descriptively by implementing likert scale. <st

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Jaiswal, Preeti. "Using Learner-centered Instructional Approach to Foster Students’ Performances." Theory and Practice in Language Studies 9, no. 9 (2019): 1074. http://dx.doi.org/10.17507/tpls.0909.02.

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This study aims to delineate the significance of using student centered instructional approaches for enhancing learners’ competency in vocabulary learning, in higher education. The working group for this study comprised of 26 students studying the Foundation Year Program in the English Language Centre at University of Bahrain during the academic year 2018-2019. Student Centered “instructions designed according to the model consisting of nine steps of instructional events based on the Condition of Learning theory by Robert. M. Gagné” was used for this purpose. Gagne's model of instructional de

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Taja-on, Evan, David Normor, Christian Jurolan, Rorie Marielle Asiñero, and Joann Sumayang. "Learning Strategies Employed by Undergraduate Students in Online Learning." School of Education Research Journal 3, no. 1 (2023): 42–53. https://doi.org/10.13140/RG.2.2.33589.55521.

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Academic institutions throughout the Philippines have switched from in-person education to online training during the COVID-19 pandemic. Students have employed a variety of learning strategies to cope with their online learning experiences, and others simply understand the concepts in the course materials that the instructors have provided. The study adopted the design theory of technology-based student-centered learning as initial foundation to explore the strategies of learning employed by the learners in online learning. In order to investigate the learning strategies used by students in on

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Khoury, Ogareet, Bassam Al-Saideen, Nayel Al-Sharah, et al. "Translation Online Learning during Coronavirus Lockdown: An Evaluation of Student-Centered Learning at Selected Jordanian Universities." Journal of Educational and Social Research 11, no. 6 (2021): 196. http://dx.doi.org/10.36941/jesr-2021-0140.

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The Jordanian Ministry of Higher Education has recently released general guidelines for universities to adhere to in online education. Applying a student-centered approach in online learning was highly stressed in the ministry’s guidelines. In response to the ministry’s vision, the present study aims at investigating the effectiveness of online education in promoting student-centered learning at three Jordanian universities (two private and one public). One hundred and nine translation senior students were surveyed on their perception of the application of a student-centered approach in the tr

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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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Granger, E. M., T. H. Bevis, Y. Saka, S. A. Southerland, V. Sampson, and R. L. Tate. "The Efficacy of Student-Centered Instruction in Supporting Science Learning." Science 338, no. 6103 (2012): 105–8. http://dx.doi.org/10.1126/science.1223709.

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Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students’ understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students

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Şen, Şenol, Ayhan Yılmaz, and Ömer Geban. "THE EFFECTS OF PROCESS ORIENTED GUIDED INQUIRY LEARNING ENVIRONMENT ON STUDENTS' SELF-REGULATED LEARNING SKILLS." Problems of Education in the 21st Century 66, no. 1 (2015): 54–66. http://dx.doi.org/10.33225/pec/15.66.54.

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Teaching and learning trend has shifted gradually from a teacher-centered approach to a student-centered approach. Many educational researchers have suggested that teachers must use student-centered learning approaches, such as Process Oriented Guided Inquiry Learning (POGIL). POGIL is an instructional approach combining guided inquiry and cooperative learning in which students are involved in the learning process. The purpose of this study was to investigate the effect of POGIL method compared to traditionally designed chemistry instruction (teacher-centered approach) method on 11th grade stu

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Darsih, Endang. "LEARNER-CENTERED TEACHING: WHAT MAKES IT EFFECTIVE." Indonesian EFL Journal 4, no. 1 (2018): 33. http://dx.doi.org/10.25134/ieflj.v4i1.796.

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Learner-centered teaching is a teaching approach that is increasingly being encouraged in education. In Indonesia, learner-centered teaching has been an obligation for teachers to be implemented since the government decided to try out the new designed curriculum, the 2013 curriculum. However, it is not always effective since teachers are lack of creativity, lack of responsibility and knowledge. Therefore, this study was sought to find out teacher�s efforts and their roles in implementing learner-centered teaching effectively. The study involving two English teachers revealed that several effor

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Aulia Luthfiyyah, Dealova Despita Maharani, Elga Desvita, and Nenden Risya Aulia. "Efektivitas Pendekatan Student-Centered Learning dalam Meningkatkan Kepercayaan Diri Mahasiswa dalam Proses Pembelajaran." Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa 3, no. 2 (2025): 147–61. https://doi.org/10.61132/yudistira.v3i2.1719.

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Student-Centered Learning (SCL) is a learning approach that is centered on students, in this approach educators act as facilitators in the learning process. This approach focuses on the active involvement of students in the teaching and learning process, encouraging them to build their own knowledge through exploration, discussion, and collaboration. Therefore, the author conducted a study on how the Student-Centered Learning approach can increase student self-confidence. The research method used is a quantitative research method with a questionnaire as the main instrument for collecting data.

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Lamhot, Naibaho. "TEACHERS' ROLES ON ENGLISH LANGUAGE TEACHING: A STUDENTS CENTERED LEARNING APPROACH." International Journal of Research - Granthaalayah 7, no. 4 (2019): 206–12. https://doi.org/10.5281/zenodo.2653853.

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This study is about teachers’ roles on english language teaching viewed from the perspective of students centered learning approach, and it is aimed at investigating the teachers’ roles in teaching the language to the students based on students centered learning activity and enlarging the knowledge of the language teachers’ roles in teaching in order to help them to be more professional in their field. The method of the study used in this study was a library research study, where theories from any sources that related to the theory used in this study, were used to provide the

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Smart, Karl L., and Nancy Csapo. "Learning by Doing: Engaging Students Through Learner-Centered Activities." Business Communication Quarterly 70, no. 4 (2007): 451–57. http://dx.doi.org/10.1177/10805699070700040302.

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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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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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Mindey, Saigilu. "The Influence of Teaching Methods on Approaches to Student Learning in Teacher Education: The Case of Kilosa District in Morogoro, Tanzania." Mbeya University of Science and Technology Journal of Research and Development 5, no. 3 (2024): 812–25. http://dx.doi.org/10.62277/10.62277/mjrd2024v5i30051.

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This study examined the influence of teaching methods on approaches to student learning in teacher education. The study was conducted at Ilonga and Dakawa teacher’s colleges in the Morogoro region. The study adopted Bigg’s 3Ps (Presage, Process, and Product) model. This model helped in relating teaching aspects and students’ approaches to learning because it links the students’ prior experiences with their perceptions of the learning context, their approaches to learning, and their learning outcomes. Data were obtained from a sample of 32 respondents through purposive sampling. Students were c

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Mindey, Saigilu. "The Influence of Teaching Methods on Approaches to Student Learning in Teacher Education: The Case of Kilosa District in Morogoro, Tanzania." Mbeya University of Science and Technology Journal of Research and Development 5, no. 3 (2024): 812–25. http://dx.doi.org/10.62277/mjrd2024v5i30051.

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This study examined the influence of teaching methods on approaches to student learning in teacher education. The study was conducted at Ilonga and Dakawa teacher’s colleges in the Morogoro region. The study adopted Bigg’s 3Ps (Presage, Process, and Product) model. This model helped in relating teaching aspects and students’ approaches to learning because it links the students’ prior experiences with their perceptions of the learning context, their approaches to learning, and their learning outcomes. Data were obtained from a sample of 32 respondents through purposive sampling. Students were c

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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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Tibahary, Abdul Rahman, and Muliana Muliana. "MODEL-MODEL PEMBELAJARAN INOVATIF." Scolae: Journal of Pedagogy 1, no. 1 (2018): 54–64. http://dx.doi.org/10.56488/scolae.v1i1.12.

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Starting from the assumption that an educator-centered approach has many weaknesses. Meanwhile, the student-centered approach, the role of the teacher is to help students find facts, concepts, or principles for themselves. Therefore, to refer to learning efforts towards the formation of creative, interactive, innovative and inspiring student characters in the classroom learning process, the implementation of innovative based learning models is required. It is time for teachers to implement student-centered learning models as one of the learning innovations that make students the center of educ

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Setiono, Bambang, Mutia Rahmi, Putri Aditya, Rusyda Hamidah, and Umar Indrawan. "Student Engagements in a Low-Literacy Culture Country – The Case of Indonesia." Journal of Business, Management, and Social Studies 2, no. 2 (2022): 55–64. http://dx.doi.org/10.53748/jbms.v2i2.33.

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Education in the 21st century calls for more student-centered learning systems to promote innovation and creativity skills over compliance and conformity attitudes. Student active engagement is one main feature of a student-centered learning system. In a country with a low literacy rate, this study looked at the effects of teaching strategies and lecturers’ classroom behavior on student involvement. Can we introduce a student-centered learning system in this kind of country? Using a survey method, this study collected the perception of undergraduate students from various universities in Indone

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Zulkifli, Ahmad Fahim, and Pamela Kulinna. "Self-efficacy, soccer skills and the influence on students’ learning experience." Biomedical Human Kinetics 10, no. 1 (2018): 1–7. http://dx.doi.org/10.1515/bhk-2018-0001.

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Summary Study aim: The purpose of this study was to evaluate the effects of a student centered curricular intervention on students’ self-efficacy and soccer skills performance. Materials and methods: One group of 25 mixed-gender students (ages 11-13) participated in this study of student centered soccer lessons twice per week (30 minutes) on a soccer field for three weeks at a Southwestern USA Middle School. The intervention was designed to engage students in the skill lessons by adopting a student-centered approach, and reciprocal/peer teaching of the soccer skills. Students’ self-efficacy w

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Bruce, Judith C., and Evelyn B. Chilemba. "BSN graduates’ preferred learning styles: implications for student-centered learning." Journal of Nursing Education and Practice 7, no. 10 (2017): 56. http://dx.doi.org/10.5430/jnep.v7n10p56.

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Purpose: The purpose of the study was to determine the learning styles that nursing graduates employed during the course of their BSN programme.Methods: Within a sequential, explanatory mixed methods design a survey was administered to determine graduates’ learning styles. From a population of 384 graduates, a sample of 200 agreed to participate. Data were collected using the Grasha-Riechmann Learning Styles Scales. MS Excel was used to enter the learning styles scores; descriptive statistics were computed using the statistical package SPSS Version 16.0.Results: The most dominant and preferred

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