Relasi guru dan peserta didik dalam perspektif teori pendidikan kontemporer: dari otoritas menuju shared pedagogical responsibility
Year: 2026
Type: article
Abstract: Teacher student relationships are fundamental to education because they determine how authority, responsibility, participation, and decision-making are distributed within learning processes. Contemporary educational paradigms indicate a shift from teacher-dominated relationships toward more dialogic, participatory, and agency-oriented pedagogical relationships. This article aims to analyze the transformation of teacher–student relationships from the perspective of contemporary educational theories by examining teacher authority, student agency, autonomy support, student-centred learning, and shared pedagogical responsibility. This study employs a literature review method by analyzing relevant international journal articles, systematic reviews, and meta-analyses. The findings indicate that the shift toward student-centred learning does not require the elimination of teacher authority. Instead, teacher authority is transformed from control into pedagogical guidance through structure, direction, support, scaffolding, and feedback. Existing literature also indicates positive relationships between teacher autonomy support and motivation, engagement, self-regulated learning, and other learning outcomes. Meanwhile, research on student-centred learning shows that educational practices still emphasize student activation and engagement more strongly than student agency and autonomy. The main finding suggests that shared pedagogical responsibility can serve as a conceptual framework for bridging teacher authority and student agency. Teachers remain professionally responsible for the direction and quality of learning, while students gradually assume greater responsibility for making choices, managing learning, reflecting on processes, and evaluating learning outcomes.
Authors: Muhishah Hidayati, Ahsan Hakim
Institution: Institut Ahmad Dahlan Probolinggo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7222766289
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