TASK 12

Learning Theory

About

“Learning Theory Problem Based Learning”

Lectures

Mursyid Ridha S.Ag., M.Pd

By:

Azahra Hardi Cusinia

19006069

GUIDANCE AND COUNSELING

FAKULTAS ILMU PENDIDIKAN

UNIVERSITAS NEGERI PADANG

2020
 Learning Theory Problem Based Learning

A. Basic Concepts of Problem Based Learning

Defenders approach j aran Problem Based relates to the use
of intelligence from within the individual who is in a group of people, or the
environment to solve the problem of meaningful, relevant, and
contextual. Boud and Feletti in Rusman (2011: 230) suggest that problem-
based learning is the most significant innovation in education. Where the
Problem Based Learning curriculum is very helpful to improve
the development of lifelong learning skills in an open, reflective, critical, and
active learning mindset.     
1. Problem, pedagogy, and Problem Based Learning
The strength of the problem
Problems can encourage seriousness, inquiry, and thinking
in ways that are meaningful and very powerful ( powerful ). Education
requires a new perspective in finding various problems and ways
of looking at a problem.   
Various breakthroughs in science and technology are the result of
an interest in the problem. In general, education begins with interest in
the problem, followed by determining the problem, and the use of
various dimensions of thinking. 
Problems and pedagogy
According to Shulman in Rusman ( 2013: 231 ) Education is a
process of helping people develop the capacity to learn how to connect
their difficulties with puzzles that are useful for forming problems.
From the pedagogical point of view, problem-based learning is
based on constructivist learning theory with the following characteristics: 
 Understanding is obtained from interactions with problem
scenarios and learning environments.
 Struggling with problems and problem inquiry processes creates
cognitive dissonance that stimulates learning.     
 Knowledge occurs through a collaborative process of social
negotiation and evaluation of the existence of a point of view.
B. Definition of Problem Based Learning Mode
In the following we present some opinions about the Problem Based
Learning Model: Problem-  based learning model ( Problem-Based Learning )
is a learning that begins with exposing students to a problem. (Roh, 2003 : 1 ;
James Rhem, 1998: 1 in http://jurnal.upi.edu 2011 ) .
According to Richrad I Arends in the journal (http://risqi.blog.com),
Problem Based Learning is an active learning method used for structured
problems that are responses to learning outcomes. In this teaching model, it is
used to solve problems that have complex structures that are not enough when
done with a simple algorithm. In this Problem Based Learning, students are
given the opportunity to develop their own abilities. Problem Based Learning
is designed primarily to help students develop thinking skills, problem solving
skills, and intellectual skills, learn the roles of adults by experiencing them
through various real situations or situations that are simulated and become
independent and autonomous students
Meanwhile, according to Arends (http://jurnal.upi.edu, 2011) problem-
based learning (PBM) is a learning approach where students work on
authentic problems with a view to compiling their own knowledge, developing
inquiry and thinking skills, developing independence, and confident.
Arens in (http://sharingkuliahku.wordpress.com) states that the problem
based learning model is a learning model with a student learning approach to
authentic problems, so students can compile their own knowledge, develop
higher skills and inquiry, independent students, and improve self
confidence. This model is characterized by the use of real life problems as
something students must learn to practice and improve critical thinking skills
and solve problems, and gain knowledge of important concepts. This learning
approach prioritizes the learning process where the teacher's task must focus
on helping students achieve self-directed skills. Learning based on the
problem of its use in higher levels of thinking, in problem-oriented situations,
including how to learn.  
C. Characteristics of Problem Based Learning
According to Slavin (http://jurnal.upi.edu, 2011) other characteristics of
PBM include asking questions about problems, focusing on interdisciplinary
linkages, authentic inquiry, cooperation , and producing products or works
that must be exhibited. Problem-based learning is the use of various kinds of
intelligence needed to confront real world challenges, the ability to deal with
new things and existing complexities. Tan in Rusman ( 2011: 232).   
The characteristics of problem-based learning are as follows:
a. Learning becomes a strating point in learning
b. The issues raised are problems that exist in the unstructured real
world .  
c. The problem of needing multiple perspectives (multiple perspective),
d. Problems, challenging the knowledge possessed by students,
attitudes, and competencies which then requires identification of
learning needs and new fields of learning,   
e. Learning self-direction is the main thing,
f. Utilization of diverse knowledge sources , their use, and evaluation of
information sources is an essential process in Problem Based
Learning. 
g. Learning is collaboration, communication and cooperation.
h. The development of inquiry and problem solving skills is as important
as mastering the content of knowledge to find solutions to a problem 
i. Openness of the process in Problem Based Learning includes the
synthesis and integration of a learning process, and
j. Problem Based Learning includes evaluating and reviewing student
experiences and learning processes. 
Problem Based Learning depends on the objectives to be achieved whether
related to: 1) mastery of multidiscipline knowledge content, 2) mastery of
process skills and heuristic discipline, 3) learning problem solving skills, 4)
learning collaborative skills, 5 ) learning life skills that are wider.  
D. Characteristics of Problem Based Learning
 The main characteristics of Problem-Based Learning  are as follows.
1. The strategy is a series of problem-based learning means learning
activities in this study did not expect the students just listen, record and
then memorizing the subject matter, will but through problem-based
learning strategy of active students to think, communicate, and process
the data, and finally concludes.
2. Learning activities are directed to solve problems. Problem-based
learning strategies place problems as keywords in the learning
process. That is, without problems there is no learning process.
3. Problem solving is done by using a scientific approach to
thinking. Thinking using scientific methods is a process of deductive
and inductive thinking. This thought process is carried out
systematically and empirically, systematically meaning scientific
thinking is carried out through certain stages, whereas empirical means
the process of problem solving is based on clear data and facts.
The specific characteristics of Problem-Based Learning are as follows.
1. Submitting Problems or Questions
Problems learning arrangements revolve around problems
or questions that are important to students and the community. Questions
and problems raised must meet the following criteria:
a. Authentic. That is the problem must be more rooted in real world
life than rooted in the principles of certain scientific disciplines.
b. Clear. Namely the problem is clearly formulated, in the sense of
not creating new problems for students which ultimately
complicates student resolution.
c. Easy to understand. Namely the problem given should be easy for
students to understand. In addition, problems are arranged and
made according to the level of student development.
d. Broad and in accordance with learning objectives. Namely the
problem that is compiled and formulated should be broad, meaning
that the problem covers all subject matter to be taught in
accordance with the available time, space and resources. In
 addition, the problems that have been prepared must be based on
the learning objectives that have been set.
e. Helpful. Namely the problems that are compiled and formulated
must be useful, both for students as problem solvers and teachers
as problem makers. A useful problem is a problem that can
improve the ability to think and solve student problems and arouse
student learning motivation.
2. Relation to Various Disciplinary Problems             
Problems raised in problem based learning should link or involve
various disciplines
3. Authentic Investigation             
The investigation needed in problem based learning is authentic. In
addition, an investigation is needed to find a solution to a problem that is
real. Students analyze and formulate problems, develop and predict
hypotheses, collect and analyze information, carry out experiments, draw
conclusions and draw final results.
4. Producing and Exhibiting Results / Works             
In problem-based learning, students are tasked with compiling the
results of their research in the form of work and displaying their
work. This means that the results of student problem solving are displayed
or made a report.
5. Collaboration
In problem learning, learning tasks in the form of problems must
be solved together between students and students, both in small and large
groups, and together between students and teachers.
E. Elements of Problem Based Learning
Problem-Based Learning has several elements that are fundamental
to education, namely:
1. Integrated Learning , learning integrates all fields of learning. Learning is
holistic involving aspects of child development. Children build thinking
through direct experience.
 2. Contextual Learning , that is, children learn something tangible,
happening, and experienced in their lives. Children feel the benefits of
learning directly for their lives.
3. Constructivist Learning  , where children build their thinking through
direct experience ( hand on experience ).
4. Active Learning, namely children as learning subjects who actively
determine, conduct and evaluate.
5. Learning Interesting , namely that learning is more interesting and
enjoyable for children because children are directly involved in
determining problems.
F. Learning Theories That Support Problem Based Learning
The theory underlying learning problem-based learning approach addition
constructivism learning theory, a d a few other learning theories underlying
the PBM approach, namely
a. Meaningful Learning Theory From David Ausubel
Ausubel (Rusman, 2010) distinguish between meaningful learning
(learning meaningfull) with learning to memorize (rote
learning). Meaningful learning is a learning process where new
information is connected with the understanding structure that is
already possessed by someone who is learning. Learning to memorize
is necessary if someone obtains new information in knowledge that is
completely unrelated to what he already knows. PBM dal connection
with a m case where new information with the cognitive structure that
has been owned by the student.
b. Vigostsky Learning Theory
Intellectual development occurs when individuals are faced with
new and opposing experiences and when trying to solve the problems
that they provide. In an effort to place understanding, individuals try to
link new knowledge with the initial knowledge they already have and
then build new knowledge. Rusman (2006: 244) vigostsky believes
that social interaction with other friends hinders the formation of new
ideas and enriches the intellectual development of students. Relation to
 PBM in terms of linking new information with cognitive structures that
have been owned by students through learning activities in social
interactions with other friends.
c. Jerome S. Brunner's learning theory
The method of discovery is a method where students rediscover,
not find anything completely new.  Learning discovery in accordance
with the active search for knowledge by humans by itself gives
stronger results, tries to give better results by itself, tries to find
solutions to problems and is supported by the accompanying
knowledge, and produces truly meaningful knowledge
G. Strengths and Weaknesses of Problem Based Learning
1. Excellence Problem-Based Learning
As a learning strategy, the Problem-Based Learning strategy has
several advantages, including:
a. Problem solving is a pretty good technique to better understand the
content of the lesson.
b. Problem solving can challenge students' abilities and provide
satisfaction to determine new knowledge for students. 
c. Problem solving can increase student learning activities.
d. Problem solving can help students how to transfer their knowledge to
understand problems in real life.
e. Problem solving can help students to develop new knowledge and be
responsible for the learning they are doing.
f. Through problem solving is considered more fun and liked by
students.
g. Problem solving can develop students' ability to think critically and
develop their ability to adapt to new knowledge.
h. Problem solving can give students the opportunity to apply the
knowledge they have in the real world.
i. Problem solving can develop students' interest in continuously
learning.
 From the description above it can be concluded that the problem-
based learning strategy must begin with an awareness of the problems that
must be solved. At this stage the teacher guides students to the awareness
of gaps or gaps felt by humans or the social environment. The ability that
must be achieved by students, at this stage is the student can determine or
capture the gap that occurs from various phenomena that exist.
2. Weakness Problem-Based Learnin
Besides having advantages, problem-based learning strategies also
have several disadvantages including:
a. When students have no interest or do not believe that the
problem being studied is difficult to solve, they will be
reluctant to try.
b. The success of learning strategies through problem solving
requires sufficient time to prepare.
c. Without understanding why they are trying to solve the
problem being studied, then they will not learn what they want
to learn.
H. Stages of Problem Solving in Problem-Based Learning
The stages of problem solving are very dependent on the complexity of the
problem. For complex problems because the scope and dimensions are very
broad, the steps of solving problems with an academic approach can be
done. Simple problems with scope and dimensions that are willing to be
narrow and practical can be solved with simple and practical stages. The two
types of stages are as follows.
1) Stages of academic problem solving     
2) Academically the stages of complex problem solving are as follows:
a. Awareness of problems
b. Formulate the problem
c. Make temporary answers to problems or hypotheses
d. Gather data or facts
e. Analyze data or facts as hypothesis testing
f. Make conclusions based on the results of testing the hypothesis
 g. Make alternative solutions to problems
h. Make a choice between alternative problem solving
i. Develop a plan for solving the problem
j. Carry out problem solving efforts
k. Evaluate the results of problem solving
3) Stages of practical problem solving     
The more practical steps for solving a problem are as follows:
a. Awareness of problems
b. Formulate the problem
c. Look for alternative solutions to problems
d. Make a choice between alternative problem solving
e. Carry out problem solving
f. Evaluate the results of problem solving
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