Comprehensive Analysis of Various Student-Centered Learning (SCL) Approaches within the Domain of Bloom's Taxonomy
DOI:
https://doi.org/10.32832/jpg.v7i4.22399Abstract
This study aims to comprehensively analyze various approaches to learning based on Student Centered Learning (SCL) and their relevance to the development of student potential in the educational context. This study applies a literature study method in analyzing various approaches to Student Centered Learning in terms of developing student potential. Research data were obtained from journal articles, books, and documents relevant to the research topic. In reviewing the findings, this study involved an analysis of constructivist, humanistic, and andragonic theories. The results show that the implementation of SCL can encourage active roles, independence, and self-identity of students in learning by creating a reflective, collaborative, and contextual learning environment. In addition, this approach also requires teacher pedagogical competence, institutional support, and adaptive educational policies. However, the student-centered learning approach faces several challenges in its implementation, such as differences in student conditions, the need for teacher preparation, limited learning facilities, and a minimal evaluation system. The implications of this study emphasize the need to review the evaluation or assessment system of learning to align with the principles of Student Centered Learning (SCL).
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