FILOSOFI PBL DAN

STRATEGI PEMBELAJARAN
Rahmatina B. Herman
Medical Education Unit
FK-UNAND
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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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Tujuan Pembelajaran
Input
Process Learning
Output
Outcomes (Areas of competence)
Competencies
Knowledge, Skills, Attitudes

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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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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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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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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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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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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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Konsep Pembelajaran
Dua kategori utama:
1. Teacher-centered
fokus: transfer of knowledge

2. Student-centered
fokus: active learning
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TEACHER CENTERED
TEACHING

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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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Teacher Centered
mhs

mh
s

mhs
dosen

mhs

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Teacher Centered

Dosen

mhs

mhs

mhs

mhs

mhs

mhs

mhs

mhs

Metoda didaktik satu arah (Sefton, 2001)

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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) Tomorrows Doctors
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STUDENT CENTERED
LEARNING
Problem-Based
Learning
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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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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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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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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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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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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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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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Student Centered
student

studen
t

student

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tutor

student
module

student

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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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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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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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PBL

Konvensional

Student centered

Teacher centered

Problem-based
Integrated

Information
gathering

Community-oriented

Discipline-based

Electives with core

Hospital-based

Systematic

Standard / uniform
Apprenticeship

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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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