Innovative Learning Strategies in Higher Education

Advances in technology and information have a big impact on all lines of life. No exception is the case in the education. Education is developing rapidly along with technological developments. Teachers and lecturers have an important role in the learning process, where they not only act as instructors but must also be able to act as educators. This means that lecturers as educators must be able to transform, develop and disseminate knowledge, technology and arts through education, research, and community service. Teaching as one of the main tasks of a lecturer, not only as a process of transfer of knowledge from lecturer to student, but a learning process that requires creativity and innovation from lecturers. Creativity and innovation in teaching are needed to stimulate interest in learning, deepen understanding and improve student achievement in the academic field. Innovative learning strategies become one of the alternative solutions in increasing student academic achievement. Some innovative learning strategies use the student-centered learning approach. This approach focuses the learning process on students and places the lecturer as a facilitator and at the same time as a companion in the learning process. Through this paper, we will present innovative learning strategies based on student centered learning that can be an alternative choice for lecturers in an effort to improve student academic achievement. Student centered learning approach is a learning approach that places students as active and independent students, with psychological conditions as adult learners, fully responsible for their learning, and able to learn beyond the classroom. While lecturers switch roles to become facilitators, including as learning partners, and are no longer the main source of knowledge (Harsono, 2008). Some learning strategies with this approach are small group discussion, roleplaying and simulation, discovery learning, cooperative learning, contextual learning, problem-based learning, collaborative learning, and so on.

Small group discussion is an innovative learning strategy that provides opportunities for students or students to be more active and work together in a small group (usually consisting of 5-6 people) in order to achieve a goal (Ngalimun, 2016). In its implementation, students are stimulated to further explore ideas, increase understanding, improve problem solving techniques, encourage the development of ways of thinking and communicating, and enhance collaboration between group members. This learning strategy encourages students to be more independent and active in their learning process.

Roleplay and simulation is a learning strategy that encourages students to increase understanding of learning material through the development of their appreciation and imagination (Aqib, 2015). In this learning strategy forming interactions between two groups of students, each of whom plays a role in accordance with the conditions simulated. In this method displays symbols or equipment that replace the actual process, event, or object

Discovery learning is a learning strategy in which the teaching and learning process of a lecturer allows students to find information that is traditionally usually notified or shared (Suryosubroto, 2009). This method can be done by giving assignments to study or research to students with the aim that they can find answers or complete assignments without the help of teachers or lecturers.

Cooperative learning is a learning strategy that uses small groups of students to work together in order to maximize learning conditions to achieve learning goals (Aqib, 2015). By cooperating in group learning, students are trained and accustomed to sharing knowledge, experiences, assignments, responsibilities. Helping one another and practicing interacting-communicating-communicating because co-operative is a miniature of community life, and learning to recognize the strengths and weaknesses of each.

Contextual learning is a learning strategy that helps lecturers link material taught with real-world situations of students and encourages them to make connections between the knowledge they have and their application in their lives as family and community members (Aqib, 2015). With this concept, the learning process takes place naturally, that is, students do and experience, not only watch and take notes, and develop socialization skills.

Problem based learning is a learning strategy that involves students to solve a problem through stages of the scientific method so that students can learn knowledge related to the problem and at the same time have the skills to solve problems (Ngalimun, 2016). This method trains and develops the ability of students to solve authentic problem-oriented problems from the actual lives of students, to stimulate higher-order thinking skills

Collaborative learning is a learning strategy that emphasizes sharing experiences and opinions in discussion groups, and is not a competition among learners (Harsono, 2008). In the discussion groups each individual plays an active role, contributes to each other, mutually respects the opinions and abilities of others.

The overall learning strategy places students at the center of learning, who have independence and are active in finding learning resources, and are able to identify their own learning needs. Regardless of the choice of learning strategies adopted by lecturers, collaboration and communication between lecturers and students are needed, as well as increasing the competence and professionalism of lecturers who act as facilitators in the learning process.