This document discusses philosophies of problem-based learning (PBL) and teaching strategies in medical education. It defines PBL as a student-centered strategy that uses problems as a stimulus for learning. PBL aims to develop integrated knowledge, clinical reasoning skills, and professional attitudes. It describes key aspects of PBL including small group discussions triggered by real-world problems, self-directed learning, and feedback from tutors. The document contrasts teacher-centered strategies focused on knowledge transfer with student-centered PBL that emphasizes active learning through problem-solving.

1. FILOSOFI PBL DAN
STRATEGI
PEMBELAJARAN
Rahmatina B. Herman
Medical Education Unit
FK-UNAND
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2. Bahan Bacaan:
1. Ellington, H. Selecting Appropriate
Teaching/Learning Methods. Robert Gordon
University
2. Boud, D. Developing Student Autonomy in
Learning.
3. Burton, WH. The Guidance of Learning Activities
4. Biggs, JB and Moore, PJ. The Process of
Learning
5. Savin-Baden, M and Major, CH. Foundations of
problem-based learning
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3. Tujuan Pembelajaran
Input
Process → Learning
Output
Outcomes (Areas of competence)
Competencies
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Knowledge, Skills, Attitudes
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4. Metode Pembelajaran
1. Mass Instruction:
♦ Metode:
- Kuliah konvensional
- Presentasi film & video
- Siaran radio pendidikan
- Kerja studio & praktikum masal
♦ Peran dosen:
- Menerangkan secara tradisional
- Mengontrol semua aspek proses instruksi (cara, isi)
♦ Peran mahasiswa:
- Sangat pasif
- Tergantung pada apa yang diperoleh dari dosen,
video, demonstrator, dll
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5. Metode Pembelajaran
2. Belajar individu/sendiri:
♦ Metode:
- Belajar sendiri dari buku teks / materi belajar dll
- Tugas, dll
♦ Peran dosen:
- Produser / manajer pembelajaran
- Memberikan support bila diperlukan
♦ Peran mahasiswa:
- Sangat bertanggung jawab terhadap pembelajarannya
- Mengontrol diri sendiri dalam hal: lama / frekwensi
belajar, kedalaman belajar
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6. Metode Pembelajaran
3. Belajar grup:
♦ Metode:
- Kelas diskusi / grup tutorial
- Seminar
- Game & simulasi
♦ Peran dosen:
- Organiser aktivitas grup
- Fasilitator
- Supportive
♦ Peran mahasiswa:
- Sangat bertanggung jawab terhadap pembelajarannya
- Sangat dependen pada preparasi dan interaksi sesama
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7. Strategi Pembelajaran
Adalah cara pembelajaran yang digunakan
termasuk:
1. Kurikulum
2. Konsep pembelajaran
Contoh:
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- Problem-based learning
- Integrated curricula
- Community-oriented curricula
- Core and options / electives
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8. Kurikulum
• What is a curriculum?
- Genn, 1995:
Everything that happens in relation to the
educational program
- Stewart, 2000:
A planned educational approach to
reaching identified professional outcomes
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9. Kurikulum
• Types of curriculum?
- Formal:
Everything the developers intend
- Informal:
Essentially extra-curricular activities
- Hidden:
Incidental, as opposed to intentional
- Null:
Things intended not to be there
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10. Konsep Pembelajaran
Dua kategori utama:
1. Teacher-centered
fokus: transfer of knowledge
2. Student-centered
fokus: active learning
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11. TEACHER CENTERED
TEACHING
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12. Pembelajaran sistem teachercentered
•
•
•
•
•
•
Teacher-centered instructional strategies
Highly lecture-based
Discipline-based
One-way communication
Overload dengan informasi
Rote-learning (memorize, recall)
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13. Teacher Centered
mhs
mhs
mhs
dosen
mhs
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14. Teacher Centered
Dosen
mhs
mhs
mhs
mhs
mhs
mhs
mhs
mhs
Metoda didaktik satu arah (Sefton, 2001)
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15. “The scarcely tolerable burden of information
that is imposed taxes the memory but not the
intellect. The emphasis is on the passive
acquisition of knowledge, much of it to become
outdated or forgotten, rather than on its
discovery through curiosity and experiment.”
(Education Committee, General Medical
Council, UK, 1993) → ‘Tomorrow’s Doctors’ 1
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16. STUDENT CENTERED
LEARNING
Problem-Based Learning
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17. Apa itu PBL?
Suatu strategi pembelajaran:
menggunakan masalah sebagai stimulus untuk
menemukan atau mendapatkan informasi
yang diperlukan untuk memahami dan mencari
solusinya
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18. Pembelajaran sistem PBL
• Student-centered instructional strategies
• Students have to identify, and search for, the
knowledge that they need to deal with the
problem
• Two objectives for the student:
- learning related to the problem
- solving the problem
• The knowledge arises from work on the
problem
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19. Pembelajaran sistem PBL
“ The basic outline of the PBL process is:
- encountering the problem first,
- problem-solving with clinical skills and identifying
learning needs in an interactive process ,
- self-study,
- applying newly gained knowledge to the problem,
- summarizing what has been learned.”
(Barrows, 1985)
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20. Karakteristik PBL
•
•
•
•
•
•
•
•
Pembelajaran bersifat student-centered yang aktif;
Pembelajaran dilaksanakan melalui diskusi kelompok kecil
Diskusi dipicu oleh masalah yang bersifat integrasi interdisiplin
yang didasarkan pada pengalaman/kehidupan nyata;
Diskusi secara aktif merangsang mahasiswa untuk menggunakan
prior knowledge
Mahasiswa terlatih untuk belajar mandiri dan diharapkan dapat
menjadi dasar bagi pembelajaran seumur hidup;
Pembelajaran berjalan secara efisien, karena informasi yang
dikumpulkan melalui belajar mandiri sesuai dengan apa yang
dibutuhkannya (need to know basis );
Feedback dapat diberikan sewaktu tutorial, sehingga dapat
memacu mahasiswa untuk meningkatkan usaha pembelajarannya;
Latihan keterampilan diberikan secara paralel.
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21. Tujuan PBL
Membangun dan mengembangkan pembelajaran
mahasiswa yang memenuhi kriteria ketiga ranah
pembelajaran (taxonomy of learning domains ).
- Di bidang kognitif (knowledges): berupa ilmu dasar dan ilmu terapan
secara terintegrasi;
- Di bidang psikomotor (skills): berupa scientific reasoning, critical
appraisal, information literacy, self- directed learning, life-long
learning;
- Di bidang affektif (attitudes): berupa value of framework, hubungan
antar-manusia, yang berkaitan masalah psikososial (psychosocial
issues)
⇑
Teori Konstruktivis
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22. “Problem-based learning (PBL) is grounded in
the belief that learning is most effective when
students are actively involved and learn in the
context in which the knowledge is to be used.
Problems act as stimulus and focus for student
activity. Problem-based learning is not simply
the addition of problem solving activities to
otherwise discipline-centered curricula, but a
way of shaping the learning programme of
professional practice.”
(Boud and Feletti, 1997)
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23. “Even if knowledge acquisition and
clinical skills are not improved by PBL,
the enhanced work environment for
students and faculty that has been
consistently found with PBL is a
worthwhile goal.”
(Albanese, 2000)
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24. Student Centered
tutor
student
student
student
module
student
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25. mhs
mhs
mhs
mhs
mhs
mhs
mhs
mhs
tutor
Komunikasi antarpersonal, interaksi kompleks yang harus difasilitasi
seorang tutor dengan manajemen yang baik (Sefton, 2001)
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26. Proses PBL (Harvard)
1.
Group receives written problem scenario
2.
Group defines the problem
3.
Group identifies the learning goals
4.
Students work independently to achieve the learning
outcomes
5.
Group reconvenes and students build new learning on
to prior knowledge
6.
Group synthesizes and summarizes work. Students
generalize from specific scenario to other situations
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27. Proses PBL (Maastricht)
1.
Students receive problem scenario and define the
problem
2.
Brainstorming used to identify explanation for
phenomena observed
3.
Group reaches interim conclusions about the problem
4.
Group formulates the learning objectives
5.
Students work independently to achieve the learning
process
6.
Group synthesizes and summarizes work. Students
generalize from specific scenario to other situations
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28. PBL
Konvensional
• Student centered
• Teacher centered
• Problem-based
• Information gathering
• Integrated
• Discipline-based
• Community-oriented
• Hospital-based
• Electives with core
• Standard / uniform
• Systematic
• Apprenticeship
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29. The Learning Pyramid
Average
Retention Rate
Lecture
5%
Reading
Audiovisual
10%
Demonstration
30%
Discussion group
Practice by doing
50%
Teach others
80%
20%
75%
National Training Laboratories, Bethel, Maine, USA
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