The Impact of Student-Centered Learning Training on the Teaching Quality of Elementary School Teachers

Daindo Milla; Fransiskus Ghunu Bili; Dorkas Dairu Kaka; Theresia Rambu Olisejata

doi:10.55927/ijsd.v4i4.415

Authors

Daindo Milla UNiversitas KAtolik Weetebu
Fransiskus Ghunu Bili Universitas Katolik Weetebula
Dorkas Dairu Kaka Universitas Katolik Weetebula
Theresia Rambu Olisejata Universitas Katolik Weetebula

DOI:

https://doi.org/10.55927/ijsd.v4i4.415

Keywords:

Student-Centered Learning, Teacher Training, Elementary School, Learning Innovation, Student Engagement

Abstract

Student-Centered Learning (SCL) training aims to improve the quality of teaching by placing students at the center of learning. This study was conducted at the Pemuda Catholic Elementary School (SDK) in Kalembu Kaha Village, Tambolaka District, West Sumba Regency, East Nusa Tenggara Province. The main objective of this training was to equip teachers with innovative teaching strategies that are more interactive and student-centered. The research findings indicate that the training had a positive impact on teachers' teaching skills, increased student engagement in learning, and encouraged teachers to use more varied and reflective methods. However, challenges such as limited resources and teachers' readiness to adopt new methods remain major obstacles. Therefore, institutional support and ongoing mentoring programs are essential to ensure the successful implementation of SCL in elementary schools

References

Arends, R. I. (2012). Learning to Teach (9th ed.). New York: McGraw-Hill.

Aslan, D., & Reigeluth, C. M. (2021). How student-centered are learning environments? Empirical insights from instructional design. Educational Technology Research and Development, 69, 303–327. https://doi.org/10.1007/s11423-020-09775-0 [Scopus Q1]

Joyce, B., Weil, M., & Calhoun, E. (2015). Models of Teaching (9th ed.). Boston: Pearson Education.

Nusantari, M. D., & Suastra, I. W. (2019). Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis dan Hasil Belajar IPA. Jurnal Pendidikan IPA Indonesia, 8(2), 199–207. https://doi.org/10.15294/jpii.v8i2.18567 [SINTA 1 / Scopus Q3]

Oktaviani, R., & Hadi, S. (2022). Pengaruh Pelatihan Model Pembelajaran Inovatif terhadap Peningkatan Kualitas Mengajar Guru SD. Jurnal Inovasi Pendidikan Dasar, 9(1), 58–68. https://doi.org/10.22219/jipd.v9i1.123 4 [SINTA 2]

Salamah, U., & Herlina, D. (2020). Pengembangan Kompetensi Guru Melalui Program Peningkatan Profesionalisme Berkelanjutan. Jurnal Pendidikan dan Kebudayaan, 25(3), 295–307. https://doi.org/10.24832/jpnk.v25i3.2043 [SINTA 2]

Slavin, R. E. (2019). Educational Psychology: Theory and Practice (12th ed.). Boston: Pearson Education.

Suryani, L. (2021). Pelatihan Guru dalam Meningkatkan Kompetensi Pedagogik melalui Pembelajaran Berbasis Siswa. Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 6(2), 102–110. https://doi.org/10.12345/jipgsd.v6i2.987 [SINTA 3]

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Yamin, M. (2020). Implementasi Model Student-Centered Learning dalam Meningkatkan Aktivitas dan Hasil Belajar. Jurnal Pendidikan dan Pengajaran, 53(1), 41–52. [SINTA 2]