The Implementation of Student-Centered Learning

Yenti Gusmira — Mon, 24 Nov 2025 00:00:00 +0700

This qualitative descriptive study explores the implementation of Student-Centered Learning (SCL) at MTsN 1 and MTsN 2 Bukittinggi through interviews, observations, and documentation. At MTsN 1, active learning strategies such as discussions, project-based learning (PBL), and differentiated instruction are being applied, particularly in classes using the Independent Curriculum and Semester Credit System (SKS). Teachers act more as facilitators, and students show increased engagement and independence. Meanwhile, MTsN 2 shows a slower shift toward SCL, with teacher-centered approaches still dominant and low student participation. Limited digital learning use, weak reflective practices, and inadequate teacher training hinder effective SCL implementation. NVivo 12 was used to analyze and visualize emerging themes and patterns. The study suggests that to enhance SCL, schools need to strengthen teacher competence, improve learning infrastructure, and build a culture of reflection to support inclusive, student-focused education. These findings offer valuable insights for policymakers and educators aiming to improve 21st-century learning environments in Islamic secondary schools

Economic Hardship and Academic Pursuit: A Study of Students in Higher Education

Mon, 24 Nov 2025 00:00:00 +0700

Purpose Economic hardship remains a major barrier for students in higher education, affecting their learning experiences and academic outcomes. This study examines how financial difficulties influence students’ access to essential resources, academic performance, mental health, and overall progress. It also aims to highlight the strategies students use to cope with these challenges and the role of institutional support programs in helping them succeed. This research relies on secondary data collected from previous studies, reports, and institutional statistics. Through careful review and analysis of these sources, the study identifies key patterns and trends showing how financial constraints shape students’ academic experiences and opportunities. Findings The analysis reveals that students from low-income backgrounds often face difficulties accessing learning materials, technology, and campus activities, which can slow their academic progress and increase the risk of dropping out. At the same time, many students demonstrate resilience, self-motivation, and the ability to overcome challenges, especially when supported by targeted institutional programs. The findings underscore the importance of policy interventions and university-led support initiatives to ensure more equitable opportunities in higher education for financially disadvantaged students.

International Journal of Educational Sciences and Development

The Implementation of Student-Centered Learning

Economic Hardship and Academic Pursuit: A Study of Students in Higher Education