PEMBELAJARAN

BERPUSATKAN PELAJAR

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Beri pendapat anda ….

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 Apa kata pakar pendidikan …
 interaction of a team of students
that experience creative learning to
be used in the real world …….
students are essential to the
classroom, just like a team member is
essential to a game (Thornburg, 1995)

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 the goals of a system (school) should
meet the goals of the students
(Harmon, & Hirumi, 1996).

 the learner has some control in the

type of instruction that is given. The
control factors can range from
"procedures" to "time restraints" to
"evaluation"

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 Definisi
 Tumpuan kepada perkembangan
pembelajaran (pelajar sebagai individu),
memberi pilihan kepada pelajar (jenis
pengetahuan dan apa yang ingin
dipelajari), mewujudkan kolaborasi
(membina pengetahuan dan persekitaran
positif), terlibat dalam penilaian
berterusan; sikap guru yang mendengar
pandangan pelajar dan melibatkan pelajar
untuk merancang.
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 Penjelasan Definisi
 Pelajar bertanggungjawab atas pembelajarannya,
melibatkan pelajar secara terus dalam menemui
pengetahuan; menggunakan bahan yang
mencabar pengetahuan sedia ada dan
pemahaman konsep baru yang mendalam;
pembelajaran yang melibatkan interaksi sosial;
menggunakan sekolah, pekerjaan, rumah dan
komuniti sebagai resos; menggunakan aktiviti
luar untuk meningkatkan pemnbelajaran.

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 PRINSIP PEMBELAJARAN BERPUSATKAN
PELAJAR
 Daya berfikir, minat dan perbezaan individu pelajar
merupakan pertimbangan utama dalam proses
pengajaran dan pembelajaran.

 Aktiviti-aktiviti pengajaran dan pembelajaran

dirancang untuk melibatkan pelajar secara aktif,
dimana guru hanya sebagai fasilitator.

 Pembelajaran terarah kendiri dan akses kendiri

diberi keutamaan.

 Penekanan diberikan terhadap penilaian kendiri.

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 Strategi P&P Berpusatkan Pelajar

• mewujudkan pengalaman pembelajaran yang dapat

menarik minat pelajar serta menggalakkan
penglibatan mereka dalam proses pengajaran dan
pembelajaran.
• memberikan peluang kepada pelajar untuk belajar
secara individu, kumpulan dan kelas.
• melibatkan pelajar dalam membentuk proses
pembelajaran melalui rundingan berasaskan
kekuatan dan kelemahan pelajar.
• memberi pelajar kebebasan membuat pilihan
tentang bahan sumber dan aktiviti pembelajaran.
• mewujudkan prosedur pemantauan agar pelajar
bertanggungjawab ke atas apa yang dipelajari
oleh mereka
• merancang penilaian berterusan secara
kolaboratif. 8
 Situasi Pembelajaran
 teachers are part of
 the students can "access,
the definition of interpret, organize,
apply, and transfer
student-centered
information to solve
learning, but they problems“
are not the main
attraction
 size of a groups for
student-centered
 the teacher is the learning can be five to
one who can assist six heterogeneous
among small groups of (academic ability,
students gender, etc.) students
(Harmon, & Hirumi
1996). 9
 Learning Cycle approach
 "exploration, concept introduction and concept
application".
 During these three phases the students worked
together in-groups while discussing their ideas
and using manipulatives to act out the concepts.
 the teacher would act as a facilitator, while the
students discussed their ideas, and created more
ideas and situations to figure out
 During the lessons, the students were in active
control and they could lead the lesson with their
ideas and conclusions.

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 “Budaya Pemb. Berpusatkan Pelajar"?

Tertumpu kpd keperluan pelajar dan

bukan kepada kemahuan pelajar.

 tailors all aspects of service delivery

and support to the needs of students
 services that students will recognize
as efficient, empathetic, responsive,
and ultimately exceeding their
expectations
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 Keperluan apa ?
 a healthy learning environment that
nurtures their personal growth
 substantive out-of-classroom activities
that increase their learning to help them
to obtain a high-quality education
 personal experience that leads to feeling
"connected"
 service-learning opportunities that develop
them as responsible citizens

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 Limitasi
 The way a classroom utilizes the
saying student-centered learning is
what makes a successful
environment for the students (Eaton,
1994).
 the non-student-centered approach,
if used, does not delay the
understanding of information
(Barman, & Barman, 1996).
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 Rumusan
 these strategies to student-centered
learning, school is not just a small period
in a child’s life, it is "lifelong learning", and
each student can learn what is important
to them (Thornburg, 1995).
 student-centered approach lets students
take on a proactive role by working with
others, using a variety of resources, and
learning and evaluating skills on a
continuous basis that they can use
throughout life (Alley, 1996).
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