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March 18, 2024
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March 24, 2024
Published
March 25, 2024
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Abstract

This research examined the readiness of English Education students at Esa Unggul University towards the student-centered learning (SCL) approach, focusing on three main aspects of learning readiness: physical, mental, and cognitive. With the increasing adoption of SCL in educational settings, understanding students' readiness across these dimensions was crucial for its effective implementation. Through a qualitative descriptive analysis, this study employed questionnaires and interviews with 43 freshmen to explore their readiness. The research methodology integrated a purposive sampling technique, aiming to gather in-depth insights from participants with direct experience in SCL environments. Findings revealed a moderate level of overall readiness, with variances across the three examined aspects. Physically, students felt somewhat prepared, particularly in terms of self-assessment capabilities, albeit less so for cooperative learning. Mentally, a general trend towards moderate agreement was observed, with strengths in reflective practices and collaborative skills. Cognitive readiness highlighted a strong inclination towards engaging in authentic learning tasks yet revealed gaps in connecting new learning with prior knowledge. These insights suggested that while there was a foundational readiness for SCL, targeted interventions were needed to bridge identified gaps, particularly in learning autonomy and prior knowledge connections. The study concluded that enhancing student readiness for SCL required a multifaceted approach, addressing the pedagogical and environmental factors influencing physical, mental, and cognitive readiness.

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Learning Readiness Student-Centered Learning Approach English Language Education Students

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Copyright (c) 2024 Imam Santosa, Ifan Iskandar, Lulu Atul Munawaroh

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How to Cite
Imam Santosa, Ifan Iskandar, & Lulu Atul Munawaroh. (2024). Assessing Students’ Learning Readiness Toward Student-Centered Learning. Journal of English Education and Teaching, 8(1), 254–268. https://doi.org/10.33369/jeet.8.1.254-268
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