Dr. N Juni Triastuti,M.Med.

Ed
 Mahasiswa memahami pengertian PBL
 Mahasiswa memahami karakteristik PBL
 Mahasiswa memahami kelebihan dan
kekurangan PBL
 Mahasiswa memahami diskusi tutorial dan
langkah-langkahnya
 Mahasiswa memahami peran ketua,
sekretaris, peserta dan tutor
what is it?
 Adalah suatu pembelajaran yang merupakan
hasil dari suatu usaha untuk memahami dan
mencari pemecahan masalah dari suatu
permasalahan
 (Barrow dan Tamblyn, 1980)
 Sedangkan menurut Harsono, (2008) PBL
merupakan suatu metode pembelajaran
dimana mahasiswa sejak awal dihadapkan
pada suatu masalah, selanjutnya diikuti oleh
proses pencarian informasi yang berisfat
student centered. Konten maupun proses
pembelajaran sangat ditekankan dalam PBL
“…a process of acquiring
understanding, knowledge, skills and
attitudes in the context of an
unfamiliar situation, and applying
such learning to that situation.”
- C. E. Engel, University of Newcastle
 Sebuahstrategi pembelajaran dimana small
group yang terdiri dari 6-8 mahasiswa
melakukan serial diskusi untuk membahas
suatu permasalahan
Content Process
 The Scenario  Talking
 The Problem  Dialogue
 The Context  Questioning
 The Knowledge  Hypothesising
 The Skills  Collaboration
 The Attitudes  Activity
 Communication
skills
 Interpersonal skills
 Knowledge
 Theoretical
 Clinical
 Skills
 Scientific reasoning
 Critical appraisal,
 Information literacy
 Self directed, lifelong learning.
 Attitudes
 value of teamwork
 interpersonal skills
 the importance of psycho-social issues.
 Key steps in the PBL tutorial
process
The PBL process is tightly structured and
contains a number of key steps
1. Case presentation
The PBL tutorial: 2. Identifying key
 Typically consists of a small number of information
students (ideally between 6-10) 3. Generating and ranking
hypotheses
 Is facilitated by one or more faculty 4. Generating an enquiry
tutors who guide the process without
contributing directly to the solution of the strategy
problem or being the primary source of 5. Defining learning
information objectives
6. Reporting back
 Meeting two times a week for two or 7. Integrating new
three hours per session
knowledge
 Completing a case in two or three
sessions
 PBL: The Process
Resolution of Problem; Presentation of Problem
(How did we do?)
Organize ideas and
Integrate new Next stage of
the problem prior knowledge
Information; (What do we know?)
Refine questions
Pose questions (What do
Reconvene, report
we need to know?)
on research;

Research questions; Assign responsibility

summarize; for questions; discuss
analyze findings resources
 Relevant context
 Adults are self-motivated
 Adults learn best in groups
 Adults prefer ‘doing’ to being told
 Active learning through posing own
questions and finding own answers:
therefore student centred
 Integrated learning: learning in a variety
of disciplines simultaneously
 Deep learning for understanding;
metacognition; reflection; appropriate
feedback; opportunities for practice
 MODEL SPICES  MODEL
1. Student centered KONVENSIONAL
2. Problem based 1. Teacher-centered

3. Integrated 2. Information-

4. Community- gathering
based 3. Discipline-based

5. Elective 4. Hospital-based

6. Systematic 5. Uniform
approach 6. apprenticeship
 PROBLEM SOLVING PROBLEM-BASED
LEARNING
Educational strategy Traditional discipline-based Integrated systems-based

Main characteristics - The focus is on - The problem comes first

preparatory learning prior to without advance readings,
exposure to the problem. lectures, or preparation.

- The staff set the problems - The problem serves as a

(case history problems in a stimulus for the need to know.
primarily lecture- based
format), and students
- Based on their own prior
attempt to resolve them knowledge and the identified
using previously taught gaps in that knowledge,
curricular content. students determine the
learning issues within their
own group. They then identify
and use a variety of learning
resources to study these
issues and return to the group
to discuss and share what
they have learned.
 PROBLEM SOLVING PROBLEM-BASED
LEARNING
Role of the teacher Content expert Tutor/Facilitator

Learning environment Passive, teacher-centered Learning becomes

dependent upon the self-
directed efforts of the small
group. This method creates
a more active, student-
centered learning
environment
Who is responsible for Teacher The student decides what
directing the learning he/she needs to learn
activities

 The rationale for PBL lies in its
comparability with modern
educational principles. Its
approach is based on principles
of adult education and self-
directed learning.
Principles of adult learning
Adults are motivated by learning
that:
• Is perceived as relevant
• Is based on, and builds on, their
previous experiences
• Is participatory and actively
involves them
• Is focused on problems
• Is designed so that they can take
responsibility for their own learning
• Can be immediately applied in
practice
• Involves cycles of action and
reflection
• Is based on mutual trust and
respect
Learning is initiated by a problem.
Problems are based on complex, real-world situations.
All information needed to solve problem is not given
initially.
Students identify, find, and use appropriate resources.
Students work in permanent groups.
Learning is active, integrated, cumulative, and
connected.
 PBL leads to
 improvement in student attitude and clinical
performance (Vernon and Blake, 1993)
 deeper approach to learning (Newble and Clarke,
1986)
 better interpersonal skills and attitudes towards
patients (Nandi et al., 2000)
PBL

 Knowledge is acquired in context and builds on

what is already known

 These facets aid knowledge retention, add interest

and increase motivation to learn

 Students continually explore their knowledge,

identify both their personal learning needs and
strategies required to address them. This process
helps to develop skills for life-long learning
1. Kemampuan retensi dan pemanggilan
kembali (recall) pengetahuan lebih besar
2. Mengembangkan keterampilan
interdisipliner:
 Mengakses dan menggunakan informasi dari
aneka domain subjek
 Mengintegrasikan pengetahuan dengan
lebih baik
 Mengintegrasikan belajar di kelas dan
lapangan
 3. mengembangkan keterampilan belajar
seumur hidup:
 Cara meneliti
 Cara berkomunikasi dalam kelompok
 Cara mengatasi masalah
 4. Menciptakan lingkungan belajar yang
aktif, kooperatif, penilaian diri dan kelompok
(peer assessment)berpusat pada mahasiswa,
efektifitas tinggi
 5. menciptakan lingkungan belajar yang
memberikan :
 Umpan balik segera
 Kesempatan untuk mempelajari aneka
sasaran belajar yang disukai
 Kesempatan untuk belajar pada berbagai
tingkat pembelajaran
 6. menciptakan lingkungan belajar yang
dapat meningkatkan ketrampilan berpikir
kritis dan memecahkan masalah
 7. meningkatkan motivasi dan kepuasan
mahasiswa
PBL: the claims and the evidence
1. Membutuhkan perencanaan dan sumber daya
yang sangat besar: pembuatan skenario, ruang
diskkusi, perpustakaan, narasumber.
2. Membutuhkan komitmen dan kesediaan dosen
untuk menghargai pengetahuan, pengalaman
dan ketrampilan yang diperoleh mahasiswa
selama proses pembelajaran
3. Pergeseran dari “ apa yang diajarkan dosen”
(teacher-centered) “apa yang dipelajari
mahasiswa” (student centered)
4. Perubahan fungsi dosen sebagai expert
fasilitator/tutor
 Content Enviroment
Discussi
on
Aims
Scenar
io
Proble Analys
m
Practic solving is
PBS
e

Study
Needs of Resear Hipoth
society ch esis
resources
Group
and
Semina
r tutor General
skills

Knowl Brainst
edge orm

Human
Study Definit
Lectur
recourc aims ion
e
es

Study
resourc
es
 Step 1 Identify and clarify unfamiliar terms presented in the
scenario, (allocate a scribe and a chairperson, define rules)
 Step 2 Define the problem or problems to be discussed;

 Step 3 Ideas storming session to discuss the problem(s),

 Step 4 Review steps 2 and 3 and arrange explanations into tentative

solutions;

 Step 5 Formulate learning objectives;

 Step 6 Private study (all students gather information related to

each learning objective)

 Step 7 Reconvene - Group shares results of private study

What instructors do:
- Develop real-world, complex and open-ended problems such as
might be faced in the workplace or daily life.
- Act as facilitators, making sure students are staying on track and
finding the resources they need.
- Raise questions to student groups that deepen the connections
they make among concepts.
- Strike a balance between providing direct guidance and
encouraging self-directed learning.

What students do:

- Address the problem, identifying what they need to learn in order
to develop a solution and where to look for appropriate learning
resources.
- Collaborate to gather resources, share and synthesize their
findings, and pose questions to guide further learning tasks for
the group.
Case presentation
 POSTES
 Apakah 4 kelebihan dan kekurangan PBL ?