Efektivitas Model Pembelajaran Berpusat pada Guru: Studi Kasus di Sekolah Dasar

The effectiveness of teacher-centered learning models has been a subject of ongoing debate in the field of education. While proponents argue for its structured approach and clear transmission of knowledge, critics highlight its potential limitations in fostering student engagement and critical thinking. This article delves into the effectiveness of teacher-centered learning models by examining a case study conducted in an elementary school. Through analyzing the implementation and outcomes of this model, we aim to shed light on its strengths and weaknesses, providing valuable insights for educators seeking to optimize their teaching practices.

Examining the Implementation of Teacher-Centered Learning

The case study was conducted in a public elementary school located in a suburban area. The school implemented a traditional teacher-centered learning model, where teachers delivered lectures, assigned worksheets, and conducted assessments. The curriculum focused on rote memorization and standardized testing, with limited opportunities for student-led activities or collaborative learning. Teachers played a dominant role in the classroom, dictating the pace and content of instruction.

Analyzing Student Engagement and Learning Outcomes

The study observed a mixed bag of results regarding student engagement and learning outcomes. While students demonstrated proficiency in basic skills and knowledge acquisition, their levels of critical thinking, problem-solving, and creativity appeared limited. The lack of student-centered activities and opportunities for independent exploration seemed to hinder the development of higher-order thinking skills. Furthermore, the study revealed a significant disparity in student engagement levels, with some students exhibiting passive learning behaviors while others actively participated in class discussions.

Exploring the Strengths and Weaknesses of Teacher-Centered Learning

The teacher-centered learning model exhibited certain strengths, particularly in its ability to provide a structured and predictable learning environment. The clear delivery of information and consistent assessment practices ensured that students received a standardized education. However, the model also presented several weaknesses, including its potential to stifle student autonomy and limit opportunities for personalized learning. The lack of student-centered activities and the emphasis on rote memorization could hinder the development of essential 21st-century skills, such as critical thinking, collaboration, and communication.

Recommendations for Optimizing Teacher-Centered Learning

While the study suggests that teacher-centered learning models can be effective in certain contexts, it also highlights the need for a balanced approach that incorporates student-centered elements. Educators can optimize the effectiveness of teacher-centered learning by incorporating strategies that promote student engagement, critical thinking, and creativity. This can include incorporating interactive activities, group projects, and opportunities for student-led discussions. Additionally, teachers can personalize learning experiences by providing differentiated instruction and catering to individual student needs.

The case study provides valuable insights into the effectiveness of teacher-centered learning models in an elementary school setting. While the model offers certain advantages, it also presents limitations that can be addressed through a more balanced approach that incorporates student-centered elements. By embracing a flexible and adaptable teaching philosophy, educators can create a learning environment that fosters both knowledge acquisition and the development of essential 21st-century skills.