THE EFFECTIVENESS OF IMPLEMENTING THE STUDENT CENTERED LEARNING (SCL) METHOD IN THE TEACHING PROCESS IN HIGHER EDUCATION: A QUALITATIVE DESCRIPTIVE STUDY

Abstract

Menanggapi meningkatnya permintaan lulusan yang dibekali keterampilan abad ke-21, pendidikan tinggi semakin beralih dari paradigma Pembelajaran Berpusat pada Guru (PBL) tradisional ke pendekatan Pembelajaran Berpusat pada Siswa (PBL). Studi ini berfokus pada evaluasi efektivitas implementasi metode PBL di universitas di Indonesia, khususnya untuk menggambarkan dampaknya terhadap pemahaman konseptual, motivasi intrinsik, dan keterlibatan aktif mahasiswa. Metodologi deskriptif kualitatif digunakan, mengumpulkan data dari 100 mahasiswa semester dua dan 10 dosen di program Pendidikan Guru Sekolah Dasar. Instrumen utama meliputi kuesioner daring untuk mahasiswa, wawancara dengan dosen, dan observasi langsung di kelas, dengan data dianalisis menggunakan model interaktif Miles dan Huberman dan diverifikasi melalui triangulasi. Temuan ini secara meyakinkan menunjukkan keberhasilan metode tersebut; misalnya, 76,6% mahasiswa melaporkan pemahaman konseptual yang lebih baik, 78,6% merasa lebih termotivasi untuk belajar mandiri, dan 80% menyatakan bahwa peran dosen sebagai fasilitator meningkatkan keterampilan berpikir kritis mereka. Disimpulkan bahwa meskipun tantangan seperti ketergantungan mahasiswa dan kesiapan dosen yang bervariasi masih ada, pendekatan SCL secara efektif menciptakan pengalaman belajar yang interaktif dan relevan yang berhasil menumbuhkan kompetensi utama seperti kemandirian dan pemecahan masalah kritis.

ABSTRACT
In response to the growing demand for graduates equipped with 21st-century skills, higher education is increasingly transitioning from the traditional Teacher-Centered Learning (TCL) paradigm to a Student-Centered Learning (SCL) approach. This study focuses on evaluating the effectiveness of the SCL method's implementation within an Indonesian university, specifically aiming to describe its impact on students' conceptual understanding, intrinsic motivation, and active engagement. A qualitative descriptive methodology was employed, gathering data from 100 second-semester students and 10 lecturers in an Elementary School Teacher Education program. The primary instruments included an online questionnaire for students, interviews with lecturers, and direct classroom observations, with data analyzed using the Miles and Huberman interactive model and verified through triangulation. The findings overwhelmingly demonstrate the method's success; for instance, 76.6% of students reported better conceptual understanding, 78.6% felt more motivated to study independently, and 80% affirmed that the lecturer’s facilitator role enhanced their critical thinking skills. It is concluded that while challenges such as student dependency and varying lecturer readiness persist, the SCL approach effectively creates an interactive and relevant learning experience that successfully fosters key competencies like independence and critical problem-solving.