Pergeseran Paradigma Pendidikan dari Teacher-Centered menuju Student-Centered Learning dalam Perspektif Teori Pendidikan Kontemporer

Kiki Fatmawati (Institut Ahmad Dahlan, Probolinggo, Indonesia)
Ahsan Hakim (Institut Ahmad Dahlan, Probolinggo, Indonesia)

Al-Ilmiya: Jurnal Pendidikan Islam
Vol. 2 No. 2 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (September)

The transformation of education in the digital era has encouraged a shift from teacher-centered learning toward student-centered learning. This paradigm shift is influenced by developments in contemporary educational theories, technological advancement, changing learner characteristics, and the growing demand for critical thinking, collaboration, creativity, communication, and learning autonomy. This article aims to critically analyze the transformation from teacher-centered learning to student-centered learning from the perspective of contemporary educational theories. This study employed a literature review method by analyzing relevant empirical studies, systematic reviews, meta-analyses, and theoretical publications concerning student-centered learning, active learning, constructivism, student engagement, student agency, and technology-enhanced learning. The results indicate that student-centered learning is theoretically grounded in constructivism, social constructivism, humanistic theory, and connectivism. Empirical evidence suggests that active learning can contribute positively to students' academic achievement and engagement. However, the literature also indicates that student-centered learning should not merely be interpreted as students' physical participation, group work, discussion, or the use of educational technology. A more fundamental dimension is student agency, namely students' capacity to make decisions, regulate their learning, reflect on their experiences, and gradually assume responsibility for their learning process. The review also identifies a gap between the theoretical emphasis on student agency and empirical studies that predominantly focus on student activity and engagement. Therefore, the shift toward student-centered learning should not be understood as eliminating the teacher's role but as transforming teachers from knowledge transmitters into learning designers, facilitators, mediators, and providers of scaffolding. Contemporary education requires a balanced pedagogical relationship between teacher guidance and student agency.