STUDENT CENTERED

TEACHING / LEARNING

Input
Proces
s
Outpu
t
Outcom
e

Pembelajaran merupakan
kunci keberhasilan suatu
pendidikan
Kemp

PEMBELAJARAN

Bersifat pribadi
Merupakan pengalaman sepanjang hayat
Bertahap
Hasil bergantung pada pendekatan yang
digunakan
Bertujuan untuk mencapai perubahan
perilaku: cara berpikir, cara berperasaan, dan
cara bertindak
Proses pembelajaran mempunyai tahapan:
- tahap perolehan pengetahuan
- tahap latihan penerapan perolehan
- tahap umpan balik

PEMBELAJARAN

Cara memperoleh pengetahuan:

Teori konstruktivisme
Teori positivisme

Teori Konstruktivisme
Knowledge is constructed from experience
Learning is a personal interpretation of the world
Learning is an active process in which meaning is
developed on the basis of experience
Conceptual growths comes from the negotiation
of meaning, the sharing of multiple
perspectives and the changing of our internal
representations through collaborative learning
Learning should be situated in realistic settings;
testing should be integrated with the task and not
a separate activity

Teori Positivisme
Metode monisme: kesatuan ilmiah untuk
berbagai bidang ilmu tetap / statis
Metode standard: pengetahuan
merupakan produk penelitian
Sifat keterangan ilmiah adalah kausal

Knowledge is made up of the facts

of the subjects and students
ability to use those facts to
think and solve problems

Ewans

 Knowledge exists only in minds that have

comprehended and justified it through thought
Knowledge is something we must think our way to,
not something we can simply be given
Knowledge is produced by thought, evaluated,
refined, maintained, and transformed by thought
Knowledge can be acquired only through thought
The educational philosophy underlying educational
goals. Standards, and objectives should be based on
an accurate and full conception on the dependence of
knowledge on thought

Paul

SISTEM PEMBELAJARAN
Teacher-centered
Studentcentered

TEACHER CENTERED
TEACHING

Teacher Centered Teaching

Teacher-centered instructional
strategies

Highly lecture-based
One-way communication

Information gathering

Overload dengan informasi

Rote-learning (memorize, recall)

Discipline-based

Discipline specific

Standard course

Great preclinical clinical divide

Teacher Centered
mhs

mh
s

mhs
dosen

mhs

mhs

Teacher Centered

Dosen

mhs

mhs

mhs

mhs

mhs

mhs

mhs

Metoda didaktik satu arah (Sefton, 2001)

mhs

Teacher Centered

Outcome
Highly lecture-based

Ujian juga highly lecture-based

Mahasiswa berusaha untuk lulus ujian

- Hanya belajar dari kuliah ilmu terbatas

- Tidak ada curiosity
- Life long learning tidak berkembang

Teacher Centered

Outcome
One-way communication

Kesempatan diskusi sangat kurang

- Feedback sangat kurang

- Mahasiswa tidak bisa mendapatkan apa yang
dibutuhkan

Teacher Centered

Outcome
Overload dengan informasi

Beban mahasiwa berat

Apakah semua informasi itu dibutuhkan?

- Alokasi waktu untuk self-directed learning

sangat kurang
- Kesempatan mahasiswa untuk self-reflecting
sangat kurang

Teacher Centered

Outcome
Rote-learning (memorize, recall)

Kemampuan kognitif sangat rendah

- Kemampuan analisis sangat rendah

Teacher Centered

Outcome
Discipline-specific

Ilmu terkotak-kotak
Integrasi inter-discipline sangat kurang
Tidak problem-solving

- Pola berpikir terkotak-kotak

- Tidak mampu menggunakan ilmu secara
integrasi dalam memecahkan masalah

Teacher Centered

Outcome
Great preclinical clinical divide

Tidak mampu mencari hubungan antara masalah kesehatan

yang dihadapi dengan ilmu kedokteran dasar

Mengatasi masalah kesehatan hanya

berdasarkan apa yang terdeteksi, tidak
berdasarkan kausa

Teacher Centered

PEMBELAJARAN
ORANG DEWASA

Dewasa ?

?
?

Umur

Psikologis

Biologis

>16th
Tidak terikat orang lain
Mandiri
Bertanggungjawab
Dapat mengambil
keputusan sendiri
Tanda kelamin sekunder

Karakteristik
Pembelajaran
Orang Dewasa
1. Adults are autonomous and selfdirected
2. Adults have accumulated a foundation
of life experiences and knowledge
3. Adults are
practical
4. Adults are relevancyoriented
5. Adults are goaloriented
6. Adults need to be shown
respect

(Malcolm Knowles)

Teori pembelajaran
orang dewasa
Tasks should be relevant for the learner, motivation
Learner is involved in setting educational goals
Practice of all the skills
Learning is within capacity of the learner
Regular feedback is provided
The learner can reflect on experiences
(Laidley & Braddock)

 Teacher centered

Student centered

Information
gathering

Problem-based

Discipline based
Hospital based

Community
oriented

Standard course

Electives with core

Apprenticeship

Systematic

Integrated

STUDENT CENTERED
LEARNING

Student Centered
Learning
A process in which learners:
Take initiatives, with support and collaboration of others
Critically analyzing & reflecting on their situation
Diagnosing their learning needs to achieve their
competencies
Formulating personally relevant learning goal
Identify the learning resources
Choosing and implementing appropriate learning
strategies
Reflecting and evaluating their learning

Student Centered
student

studen
t

student

tutor

student
module

student

mhs
mhs

mhs

mhs

mhs

mhs

mhs
mhs
tutor

Komunikasi antarpersonal, interaksi kompleks yang harus

difasilitasi seorang tutor dengan manajemen yang baik (Sefton,
2001)

Small Group Discussion (Tutorial)

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

Enjoyable

Promotes Learning
By Curiosity

Encourage Teamwork

Allows Self-study & Reflection

Self (Directed) Learning

Cultivate culture of
Life-Long Learning

Skills

Feedback