Making the Transition from Teacher-Centered Teaching to Students’ Active Learning: Developing Transformative Agency

Bergström, Peter; Rönnlund, Maria; Tieva, Åse

doi:10.1007/978-981-19-8749-6_6

Cited by 2 publications

(1 citation statement)

References 28 publications

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“…To overcome this problem, teachers must try to find ways to solve it. Teachers must be able to use several learning methods, especially in creating learning that is not only teacher-centered but involves students in active learning (Ghafar, 2023;Bergström et al, 2023). One learning model oriented toward implementing the 2013 Curriculum is the PBL problem-based learning model.…”

Section: Introductionmentioning

confidence: 99%

A Problem-Based Learning Model to Improve English Learning Outcomes: A Study in Middle-School Students

Sukaesih,

Iskandar,

Fatmasari

2023

IJRER

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Teaching is not just a matter of telling. Learning is not an automatic consequence of contemplating information in the minds of students. Learning requires mental involvement and students' work. Explanation and demonstration alone will not produce lasting learning outcomes. Which can produce learning outcomes, including the activities of contextual learning methods with problem-based learning teaching models. The source of the data for this research is the seventh-grade students of SMPN 1 Sidomulyo Odd Semester for the 2020/2021 academic year, totaling 34 students consisting of 13 male students and 21 female students. The data collected are quantitative and qualitative. Quantitative data is data obtained from formative tests in each cycle. While qualitative in the form of observations in each learning cycle, the data obtained is then converted into success criteria to determine whether student learning outcomes can be seen and how they improve. This study uses two cycles of action research. Each round consists of four stages, namely: design, observation activities, and reflection. From the data obtained in the form of formative test results and observation sheets of teaching and learning activities, it was found that student learning achievement has increased from cycle one to cycle two. In the first cycle, student learning outcomes in the very good category were 29.41%, and in the second cycle, the learning outcomes in the very good category increased to 70.59%. This study concludes that the problem-based learning (PBL) learning model can have a positive effect on the learning outcomes of class VII F students at SMP 1 Sidomulyo, and this learning model can be used as an alternative to learning English.

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Section: Introductionmentioning

confidence: 99%

A Problem-Based Learning Model to Improve English Learning Outcomes: A Study in Middle-School Students

Sukaesih,

Iskandar,

Fatmasari

2023

IJRER

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Assessing the Influence of the Flipped Classroom on Physical Education Students’ Engagement in Basketball Learning Activities

Wibowo,

Nopiyanto,

Raibowo

et al. 2024

Teor. metod. fiz. vihov.

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Background. The flipped classroom approach has been gaining increasing attention across various educational domains, including physical education. Recent research has underscored the necessity for innovative strategies to enhance student engagement in physical education, particularly in basketball instruction. Objectives. This study aimed to investigate the influence of the flipped classroom approach on student engagement in Basketball instruction within the Physical Education, Health, and Recreation program at the University level. Materials and methods. The research method involved an experimental design using the static group comparison approach, where 62 students enrolled in physical education were divided into experimental and control groups. The experimental group received instruction through the flipped classroom approach, while the control group underwent conventional instruction, with the intervention lasting for seven weeks. A comprehensive engagement scale questionnaire was used as the research instrument. Data analysis techniques included descriptive analysis and independent samples t-test. Results. The research findings revealed significantly higher levels of engagement in the agentic, behavioral, emotional, and cognitive dimensions among students in the flipped classroom group compared to those in the conventional classroom group. This indicates that the flipped classroom approach has a considerable effect on student engagement in basketball instruction. Conclusions. The study’s results have confirmed the effectiveness of the innovative pedagogical strategy of the flipped classroom in fostering meaningful learning experiences and motivating students within the context of physical education.

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Making the Transition from Teacher-Centered Teaching to Students’ Active Learning: Developing Transformative Agency

Cited by 2 publications

References 28 publications

A Problem-Based Learning Model to Improve English Learning Outcomes: A Study in Middle-School Students

A Problem-Based Learning Model to Improve English Learning Outcomes: A Study in Middle-School Students

Assessing the Influence of the Flipped Classroom on Physical Education Students’ Engagement in Basketball Learning Activities

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