CONTEMPORARY PEDAGOGICAL STUDIES: ACTIVE LEARNING AND STUDENT-CENTERED LEARNING IN THE PERSPECTIVE OF 21ST-CENTURY EDUCATION

Abstract

The development of 21st-century education requires a transformation of learning paradigms from teacher-centered learning to student-centered learning. One approach considered highly relevant in addressing these demands is active learning, which positions learners as the primary subjects in the learning process. This article aims to examine the concepts of active learning and student-centered learning from the perspective of contemporary pedagogy and to analyze their relevance to the needs of 21st-century education. This study employs a library research method by analyzing various scholarly sources, including books, journal articles, and relevant educational documents. The findings indicate that active learning and student-centered learning play a significant role in developing critical thinking, creativity, communication, collaboration, and problem-solving skills required in the 21st century. Furthermore, these approaches enhance learning motivation, student engagement, and the overall quality of learning outcomes. The implications of this study suggest that the implementation of active learning and student-centered learning should be continuously strengthened through the development of teachers’ competencies, the innovation of instructional strategies, and the effective utilization of educational technology.