Implementing Teacher-Centered Learning (TCL) and Student-Centered Learning (SCL) Approaches on Basic Culinary Learning Outcomes in Students of Art Culinary Vocational Education at State University of Jakarta

Abstract

this study aims to analyze the comparison between Teacher-Centered Learning (TCL) and Student-Centered
Learning (SCL) to basic culinary learning outcomes. A research design used was Quasi-Experimental. The subjects of
the study are 80 respondents of college student of Art Culinary Vocational Education, faculty of engineering, the State
University of Jakarta. They took the basic culinary course in semester 105, year 2016/2017. The instruments used were
the data of learning plan implementation, observation sheets, and questionnaires designed to measure the result of
student’s cognitive learning. The result of reliability test on questionnaires regarding student’s learning outcomes
variable on basic culinary course with the competency of vegetable cutting achieves a coefficient value of 0,9906. The
count result is reliable since the count r value is higher than the rtable-value; 0, 9906 > 0,632. The calculation of twomean difference test shows that t count = 0, 0374 and ttable = 1, 66 using significance level ( ) of 0, 05 with degree of
freedom (n1+n2)-2 = (40 + 40)-2 = 78. The equation obtains tcount = 0, 0374. The ttable using 5% significance level equals
1, 66. In conclusion, it obtained that there are no differences Art Culinary Vocational Education students’ learning
outcome between class which applied Student-Center Learning (SCL) approach using discovery learning, and other class
which applied Teacher-Center Learning (TCL) using the conventional method of vegetable cutting course