Meaning of Developing Student Centered Classroom Environment

Harjali Harjali

Abstract


Classroom learning environment has been widely researched topics in elementary and secondary education. This study aimed to investigate teachers’ experience in building classroom learning environment. This research involved a qualitative phenomenological design that employed a purposeful sample of teachers at Junior High School Classrooms in Ponorogo.  Data were collected via in depth interviews and participant observations. In analyzing the data, the writer evaluated the interview transcriptions and the observation field notes which were organized into relevant themes (Cresswell, 2009). Most of the participants suggest that there were some meanings gotten from building students center classrooms learning environment based on constructivistics paradigm. Classroom learning environment is built psychologically and socio-culturally context. Thus students can manage, interact, and achieve their learning objectives, facilitated by learning activities based on selected materials, strategies, and media

Keywords


ingkungan belajar; kelas

Full Text:

PDF

References


Brooks, J. G., & Brooks, M. G. 2001. In Search of Understanding The Case for Constructivist Classrooms. New York: Prentice Hall

Bruner, J.S. 1996. The Process of Education. Cambrigde: Harvard University Press

Cresswell, John W. 2009. Qualitative Inquiry and Research Design: Choosing Among Five Traditions. London: SAGE Publications

Degeng, I Nyoman S. 2001. Media Pembelajaran. Dalam Kumpulan Makalah PEKERTI (Pengembangan Keterampilan Instruntur) untuk Quatum Teaching. Karya tidak diterbitkan

Dewey, J. 2009. Democracy and Education: An Introduction to the Philosophy of Education. New York: Mcmillan Co

Dwiyogo, D Wasis. 2008. Mengembangkan Pembelajaran Visioner. Malang: Universitas Negeri Malang

Fosnot, C. 1996. Constructivism: A Psychologycal Theory of Learning. Dalam C. Fosnot (Editor): Constructivism: Theory, Perspectives, and Practice. NewYork: Teachers College

Gall,M.D. S.P. Gall, & W.R. Borg. 2003. Educational Research: An Introduction. Boston: Pearson Education, Inc

Good, Thomas L.; Brophy, Jere E. 1991. Looking in Classrooms. Fifth Edition. New York: Harper Collins Publishers

Irvine, J. J., & Armento, B. J. 2001. Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Grades. New York: McGraw Hill

Ivie, Stanley D. 2010. Ausubel's Learning Theory: An Approach To Teaching Higher Order Thinking Skills. (Educational Psychologist David Paul Ausubel). High School Journal 82.1: 35(1)

Kozulin, A. 2003. Literature as A psychological Tool. Educational Psychologyst, vol. 28 (3) Summer, Hal. 253-265

Moustakas Clark E. (1994). Phenomenological Research Methods. USA: Sage Publications

Novak, J.D., & B. Gowin. 1984. Learning How to Learn. Cambridge: Cambridge University Press

Roth, W., & Tobin. K. (Eds.) 2005. Teaching Together, Learning Together. New York: Peter Lang

Stanley, W.B. & Brickhouse, N.W. 2001. The Multicultural Question Revisited. Science Education. Vol. 85 No. 1. Hlm. 35-48.

Thomas, R.M. 2004. Comparing Theories of Child Development. Belmont. California: Wadsworth Publishing Company, Inc

Zamroni. 2000. Paradigma Pendidikan Masa Depan. Yogyakarta: Bigraf Publishing




DOI: http://dx.doi.org/10.23887/jpi-undiksha.v6i2.9286

Article Metrics

Abstract view : 671 times
PDF file view : 342 times

Refbacks

  • There are currently no refbacks.




Copyright (c) 2017 Jurnal Pendidikan Indonesia


Jurnal Pendidikan Indonesia (JPI) is published by:

LEMBAGA PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT (LPPM)

UNIVERSITAS PENDIDIKAN GANESHA

Jl. Udayana, Kampus Tengah, Singaraja-Bali
Kode Pos 81116
Telp. 0362-22928
Homepage: https://lppm.undiksha.ac.id
Email: jpi_journal@undiksha.ac.id


Jurnal Pendidikan Indonesia (JPI) is indexed by:

Akreditasi SINTA 2   Crossref JPI  Index Copernicus JPI JPI Undiksha OneSearch   Microsoft Academic JPI  JPI indexing by Asean Citaion Index 




Creative Commons License

Jurnal Pendidikan Indonesia is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.