Public Relations of UPNVJ – The Institute for Quality Assurance and Learning Development of the National Development University “Veteran” Jakarta (LPMPP UPNVJ) through the Learning Development Center involved lecturers from various faculties and study programs in the Active Learning Training in Higher Education (PAPT) on July 8–9, 2026. The training, which took place at the Directorate of Digital Education Development Building, University of Indonesia, was aimed at strengthening the ability of lecturers to implement student-centered active learning. The participation of the UPNVJ delegation was led by the Head of the Learning Development Center of LPMPP UPNVJ, Dr. Ns. Arief Wahyudi Jadmiko, M.Kep., M.Pd.Ked.
Over two days, participants learned the concepts and practices of Student-Centered Learning. The training was delivered not only through presentations but also included group discussions, simulations, exercises, sharing of teaching experiences, and the development of lesson plans that could be adapted for lectures.
On the first day, participants gained an understanding of the philosophy of active learning and constructivist learning theory as the foundation for implementing student-centered learning. The material emphasized the need for students to be positioned as learning subjects who actively construct knowledge through experience, interaction, reflection, and problem-solving.
Participants were also provided with strategies to develop students' critical thinking skills. Discussions included providing constructive feedback and formulating questions using the Socratic method, which encourages students to analyze information, present arguments, and evaluate issues in greater depth.
A number of active learning methods are introduced through hands-on practice, including *Think-Pair-Share*, *Reciprocal Teaching*, *Fishbowl Discussion*, *Group Quiz*, and *Gallery Walk*. Through these methods, lecturers can build a more participatory classroom atmosphere while providing space for students to discuss, work in groups, share ideas, and learn from other participants.
Participants then learned about evaluating learning outcomes as a tool to ensure the achievement of learning outcomes. Evaluation is understood not only as a grading process but also as part of the continuous improvement of student learning strategies, activities, and experiences.
On the second day, activities focused on practicing more complex active learning methods. Participants engaged in materials and simulations covering role-play, experiential learning, and collaborative learning, which encourages students to build knowledge through interaction and collaboration.
The training continued with the implementation of Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Research-Based Learning (RBL). These three approaches guide lecturers in integrating real-world problems, projects, and research activities into the lecture process.
Through PBL, students are trained to identify and solve problems critically and analytically. PjBL encourages students to produce projects that integrate knowledge, skills, and attitudes. Meanwhile, RBL connects the learning process with research activities so that students become accustomed to scientific thinking, processing information, and drawing conclusions based on evidence.
In each session, the lecturer not only acts as a participant but also directly practices the student's role in the active learning process. This experience provides insight into the challenges, needs, and types of support needed by lecturers when implementing similar methods in the classroom.
The PAPT series was closed by the Head of LPMPP UPNVJ, Satria Yudhia Wijaya, SE, MS, Ak. He expressed his appreciation to the speakers, facilitators, committee members, and participants who had participated in the training. Awards were also given to the best participant and the best group as a token of appreciation for their participation, collaboration, and achievements during the event.
After completing the training, participants are expected to become drivers of active learning implementation in their respective faculties and study programs. The knowledge and designs they develop need to be translated into semester lesson plans, course activities, assessment methods, and interaction patterns between lecturers and students.
Strengthening lecturer competency through PAPT aligns with UPNVJ's direction of integrating quality assurance and learning innovation. LPMPP plays a strategic role as a driver of educational quality improvement and the development of learning processes that significantly impact the university's academic performance.
This step also supports the policy direction of UPNVJ Rector, Prof. Dr. Anter Venus, MA, Comm., who places innovation, including the development of learning methods, as a crucial element in institutional transformation. With consistent follow-up, PAPT is expected to not only be a training activity but also produce real changes towards innovative, collaborative, adaptive, and student-centered learning at UPNVJ.