Kurikulum Berbasis Kompetensi dan Problem Based Learning

Dr. Desi Isnayanti

Kurikulum
Menurut Kepmendiknas No. 232/U/2000 didefinisikan sebagai berikut Kurikulum pendidikan tinggi adalah seperangkat rencana dan pengaturan mengenai isi maupun bahan kajian dan pelajaran serta cara penyampaian dan penilaian yang digunakan sebagai pedoman penyelenggaraan kegiatan belajarmengajar di perguruan tinggi.

Kompetensi
Menurut Keputusan Menteri Pendidikan Nasional Republik Indonesia Nomor 045/U/2002, Kompetensi adalah seperangkat tindakan cerdas, penuh tanggungjawab yang dimiliki seseorang sebagai syarat untuk dianggap mampu oleh masyarakat dalam melaksanakan tugas- tugas di bidang pekerjaan tertentu.

Kurikulum berbasis kompetensi

Kurikulum yang dikembangkan atas dasar kompotensi yang harus dicapai oleh peserta didik. Kompetensi kebutuhan masyarakat Tujuan membentuk lulusan pendidikan tinggi yang berkualitas dan mampu menerapkan ilmunya di masyarakat.

7 Area kompetensi
1. 2. 3. 4. 5. 6. 7. Komunikasi efektif. Keterampilan klinis Landasan ilmiah ilmu kedokteran Pengelolaan masalah kesehatan Pengelolaan informasi Mawas diri dan pengembangan diri Etika,moral,medikolegal dan profesionalisme serta keselamatan pasien.

Pendidikan Tinggi

Input (mhs baru)

Proses
(pembelajar an)

Keluaran (dokter yang kompeten)

HARAPAN UNGGULAN
Menurut Kepmendiknas No. 232/U/2000 : luaran hasil pendidikan (outcomes) yang diharapkan sesuai dengan societal needs, industrial/business needs, dan professional needs; dengan pengertian bahwa outcomes merupakan kemampuan mengintegrasikan intelectual skill, knowledge dan afektif dalam sebuah perilaku secara utuh.

Matriks Blok FK UMSU 2011

TAHUN 1 : Kedokteran Dasar SEMESTER 1 (21 SKS) 4 MINGGU (2 SKS) BLOK 1 :
KETERAMPILAN BELAJAR dan KOMUNIKASI

SEMESTER 2 (20 SKS) 7 MINGGU (6 SKS)

BLOK 4 : BIOMEDIK 3

7 MINGGU (6 SKS)
BLOK 2 : BIOMEDIK 1

9 MINGGU (7 SKS)
BLOK 3 : BIOMEDIK 2

6 MINGGU (4 SKS)
BLOK 5 : METABOLISM E DAN NUTRISI

7 MINGGU (5 SKS)
BLOK 6 : IMUNOHEMA TOONKOLOGI DASAR

NON BLOK

NON BLOK

KKD 1 (2 SKS)
ISLAM KEMUHAMMADIYAHAN 1 (1 SKS) BAHASA INGGRIS 1 (1 SKS) KEWARGANEGARAAN (2 SKS)

KKD 2 (2 SKS)
ISLAM KEMUHAMMADIYAHAN 2 (1 SKS) BAHASA INGGRIS 2 (1 SKS) KOMPUTER (1 SKS)

Matriks Blok FK UMSU

TAHUN 2 : Kedokteran Komprehensif SEMESTER 3 (19 SKS) 7 MINGGU (6 SKS)
BLOK 7 : GASTROENTER OHEPATOLOGI

SEMESTER 4 (18 SKS) 7 MINGGU (5 SKS)

BLOK 10 : ENDOKRINOL OGI

7 MINGGU (5 SKS)
BLOK 8 : KARDIOVASK ULER

6 MINGGU (4 SKS)
BLOK 9 : RESPIRASI

6 MINGGU (4 SKS)
BLOK 11 : REPRODUKSI

7 MINGGU (5 SKS)
BLOK 12 : UROGENITAL

NON BLOK KKD 3 (2 SKS) ISLAM KEMUHAMMADIYAHAN 3 (1 SKS) BAHASA INGGRIS 3 (1 SKS) BIOETIKA

NON BLOK SKILLS LAB 4 (2 SKS) ISLAM KEMUHAMMADIYAHAN 4 (1 SKS) BAHASA INGGRIS 4 (1 SKS) EVIDENCE BASED MEDICINE

Matriks Blok FK UMSU

TAHUN 3 : Kedokteran Komprehensif SEMESTER 5 (20 SKS) 7 MINGGU (5 SKS)
BLOK 13 : ORGAN KHUSUS

SEMESTER 6 (21 SKS) 7 MINGGU (5 SKS)

BLOK 16 :

7 MINGGU (5 SKS)
BLOK 14 : DERMATOM USKULOSKEL ETAL

6 MINGGU (4 SKS)
BLOK 15 : NEUROLOGI

6 MINGGU (4 SKS)
BLOK 17 : MENTAL HEALTH & BEHAVIOUR

7 MINGGU (6 SKS)
BLOK 18 : KEDOKTERAN KOMUNITAS & MANAJEMEN KESEHATAN

TUMBUH KEMBANG & GERIATRI

NON BLOK KKD 5 (2 SKS) ISLAM KEMUHAMMADIYAHAN 5 (1 SKS) BIOSTATISTIK METODE PENELITIAN (2 SKS)

NON BLOK SKILLS LAB 6 (2 SKS) ISLAM KEMUHAMMADIYAHAN 6 (1 SKS) BIOSTATISTIK 2 (PRAKTIKUM SPSS) PROPOSAL KTI (2 SKS)

Matriks Blok FK UMSU

TAHUN 4 (24 SKS) : Kedokteran Komprehensif SEMESTER 7 7 MINGGU (5 SKS)
BLOK 18 : KEDOKTERAN TROPIS & PENYAKIT IMUNOHEMATOLOGI

7 MINGGU (5 SKS)
BLOK 19 : KEGAWATDARURATAN DAN TRAUMATOLOGI

6 MINGGU (4 SKS)
BLOK 20 : ELEKTIF - NYERI DAN REHABILITASI MEDIK - KEDOKTERAN BENCANA -KEDOKTERAN ESTETIKA

NON BLOK
SKILLS LAB 7 (2 SKS) ISLAM KEMUHAMMADIYAHAN 7(1 SKS) BAHASA INGGRIS : TOEFL PREPARATION (2 SKS) KARYA TULIS ILMIAH (5 SKS)

PEMBELAJARAN DALAM KBK

Lecturing efektivitas pembelajaran rendah Mahasiswa harus berpartisipasi aktif menumbuhkan pembelajarannya sendiri (Teori konstruktivisme) Teacher centered student centered SPICES MODEL

The Learning Pyramid

Average Retention Rate

Lecture
Reading Audiovisual Demonstration

5%
10% 20% 30% 50% 75% 80%

Discussion group Practice by doing

Teach others

National Training Laboratories, Bethel, Maine, USA

MODEL SPICES

METODE PEMBELAJARAN

PROBLEM BASED LEARNING Problem-based learning is the learning that results from the process of working toward the understanding or resolution of a problem. The problem is encountered first in the learning process

 Problem tutorial process solving problem dan reasoning skills (7 jumps) Perlu kemampuan : 1. Prior knowledge 2. Berpikir kritis dan reasoning 3. Belajar mandiri 4. Sintesis pengetahuan

Keuntungan
Communication skills - respect for others Teamwork - critical evalution of Chairing a group literature. Listening - self directed learning Recording and use of resources Cooperation - Presentation skills

Self directed learning adult learning

6 key principles : 1. Students learn on their own 2. Students have a measure of control over their own learning. they may choose : where, what, how and when to learn. Learners take responsibility for: Deciding the context for learning Diagnosing personal learning needs Identifiying resources Deciding time for learning and the pacing of learning

3. Students may be encouraged to develop their own personal learning plans 4. The different needs of individual students are recognised have the specific needs of individual learner 5. Student learning is supported, by learning resources and study guides 6. The role of teacher changes from a lecturer to a manager of the learning process.

What adult learner to do?

Content

Place of learning

Pace of learning

Choices in independent learning

Learning strategy

Time of learning

Media

What do you think about this picture??

Critical Thinking (over view)

Students study literature, but do not think in a literary way as a results. They do not know how to think like a reader when reading, nor how to think like a writer while writing. They take classes but cannot make connections between the logic of discipline and what is important in life.

Definition
Critical thinking is the kind of thinking about any subject, content, or domain that improves itself through disciplined analysis and assesment. Analysis requires knowledge of element of thought ; assesment requires knowledge of standards for thought.

8 elements of thought

How to learn any subject?

Raise vital questions and problems within it Gather and assess information Come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards Adopt the point of view of the discipline, recogning, assesing, as need be, its assuptions, implications, practical consequences Communicate effectively with orthers Relate what one is learning in the subject to other subjects

Essential idea
The skills of critical thinking are the keys to learning subject There are eight structures that define thinking. Learning to analyze thinking requires practice in identifying these structures in use. When learning any concept, idea, law, theory, or principle, ask yourself : to what other concepts, ideas, laws, theories, or principles is this connected?

It is possible to think deeply within a subject and se applications of that thinking in related subjects. Doing so increases the power of thinking and learning.