Analyzing Student-Centered Learning Approaches in Secondary Education Using Qualitative Library Research Methods

Abstrak

This study aims to analyze Student-Centered Learning (SCL) approaches in secondary education through a qualitative library research method. Student-Centered Learning has emerged as a prominent educational paradigm that emphasizes active student participation, learner autonomy, collaboration, and critical thinking in the learning process. The study employed a qualitative approach by collecting and analyzing secondary data from scholarly journal articles, academic books, research reports, and relevant educational literature published in reputable sources. Data were gathered using library research techniques and analyzed through thematic analysis to identify recurring themes related to the principles, implementation strategies, benefits, and challenges of Student-Centered Learning in secondary education. The findings reveal that SCL is grounded in constructivist and humanistic learning theories and is commonly implemented through inquiry-based learning, project-based learning, collaborative learning, and technology-enhanced learning. Furthermore, the literature indicates that SCL contributes positively to students’ academic engagement, motivation, critical thinking skills, social competencies, and independent learning abilities. However, challenges such as teacher preparedness, resource limitations, classroom management, and assessment constraints remain significant barriers to effective implementation. The study concludes that Student-Centered Learning is a valuable pedagogical approach for fostering twenty-first-century competencies and improving educational quality in secondary schools.