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Student-centered learning

SCL merupakan strategi pembelajaran yang


menempatkan mahasiswa sebagai peserta didik
yang:
- aktif dan mandiri
- bersikap sebagai adult learner
- bertanggung jawab atas pembelajarannya
- mampu belajar beyond the classroom
- kelak menjadi life-long learner
Di dalam SCL: pengajar beralih fungsi sebagai mitra
pembelajaran dan fasilitator
Definisi SCL
A process in which learners:
Take initiatives, with support and collaboration of others
Critically analysing & 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
Perbedaan Pembelajaran Teacher Centered Learning (TCL)
dengan Student Centered Learning (SCL)

TEACHER CENTERED LEARNING STUDENT CENTERED LEARNING

Berpusat pada guru/dosen. Berpusat pada mahasiswa.


Dosen yang aktif memberikan pengetahuan Mahasiswa yang aktif mendapatkan
Pengetahuan, keterampilan
Sesuai untuk mengembangkan ilmu dalam Sesuai untuk pengembangan ilmu dengan
satu disiplin saja pendekatan secara interdisipliner

Iklim pembelajaran lebih individualis dan Iklim pembelajaran lebih kolaboratif, supportif
kompetitif dan kooperatif

Hanya mahasiswa yang dianggap melakukan Mahasiswa dan dosen belajar bersama dalam
proses pembelajaran mengembangkan pengetahuan, konsep dan
keterampilan
Dosen bertindak sebagai instruktur dan Dosen bertindak sebagai fasilitator dalam
pembuat keputusan dalam pembelajaran pembelajaran, mahasiswa yang membuat
keputusan
Perbedaan Pembelajaran Teacher Centered Learning (TCL)
dengan Student Centered Learning (SCL)

TEACHER CENTERED LEARNING STUDENT CENTERED LEARNING

Penekanan pada tuntasnya materi Penekanan pada pencapaian


Kompetensi anak didik
Penekanan pada bagaimana cara dosen Penekanan pada bagaimana cara
mengajarkan Mahasiswa belajar dengan
Menggunakan berbagai sumber untuk
mencapai kompetensi
Menekankan pada jawaban yang benar saja Penekanan pada proses
Pengembangan pengetahuan
Perkuliahan adalah kegiatan belajar yang Perkuliahan hanya salah satu kegiatan belajar,
utama mahasiswa dapat belajar dari berbagai
sumber lain
Reasons for Changes

General Reasons

Educational Background

Cognitive Psychology
Reasons for Changes
General Reasons

Science & Globalization


technology
Curriculum:
learning objectives
(competencies),
L&T approach, assessment &
Information & learning environment High competitiveness
Communication should be evaluated
& revised

High quality graduates: scientist-


Changes in community professional, lifelong learner,
perception & knowledge sensitive, creative, independent,
to health issues innovative, critical thinking,
ethics
Reasons for Changes
Educational Background

Constructivism theory
Adult Learning
Shifting paradigm from teaching to learning
Research on learning formats
Reasons for Changes
Educational Background

Constructivism theory
Reasons for Changes
Educational Background

Constructivism of learning:

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
Reasons for Changes
Educational Background

Adult Learning
Definition
Adult

? Age
>16th

Tidak terikat orang lain

? Psikologis
Mandiri
Bertanggungjawab
Dapat mengambil keputusan
sendiri

? Biologis Tanda kelamin sekunder


Adult learning
Characteristics (Malcolm Knowles)

1. Adults are autonomous and


self-directed

2. Adults have 3. Adults are


accumulated practical
a foundation of
life experiences
and knowledge

4. Adults are relevancy-oriented


Andragogy
Characteristics (Malcolm Knowles)

5. Adults are goal-oriented

6. Adults need to be shown respect


Adult learning theory

Tasks should be relevant for the


learner, motivation
Learner is involved in setting
educational goals
Practice of all the skills

Laidley & Braddock, 2000


Adult learning theory

Learning is within capacity of the


learner
Regular feedback is provided
The learner can reflect on
experiences
Reasons for Changes
Educational Background

Shifting paradigm from teaching to learning


Reasons for Changes
Educational Background

Research on learning formats


The Learning Pyramid
Average
Retention Rate
Lecture 5%
Reading 10%
Audiovisual 20%
Demonstration 30%
Discussion group 50%
Practice by doing 75%
Teach others 80%

National Training Laboratories, Bethel, Maine, USA


Reasons for Changes
Cognitive Psychology

Expertise research
Problem solving
Cognitive Psychology

Novice Expert
STANDAR PENDIDIKAN PROFESI DOKTER

KKI, tahun 2006, 2012


Bab II, 2.3. Struktur, komposisi dan durasi
kurikulum
Kurikulum dilaksanakan dengan pendekatan/
strategi SPICES (Student-centred, Problem-
based, Integrated, Communitybased,
Elective/ Early clinical Exposure, Systematic
tudent-centered eacher-centered

nformation
roblem-based gathering

iscipline-based
ntegrated

ommunity-based ospital-based

lective ore

ystematic pprenticenship
Problem-Based Learning (PBL)

Suatu strategi pembelajaran:


menggunakan masalah sebagai stimulus untuk
menemukan atau mendapatkan informasi
yang diperlukan untuk memahami dan mencari
solusinya
Characteristics of PBL

small group discussions on


interdisciplinary problems with
enough time for self study and
parallel training in skills
PBL vs Problem solving

= Different but interrelated=

Problem-solving: arriving at decisions based on


prior knowledge and reasoning

Problem-based learning: the process of


acquiring new knowledge based on
recognition of a need to learn
Sejarah PBL
Bukanlah merupakan hal yang baru
1. 1889, T.C. Chamberlin: The methode of multiple working hypotheses
~ problem-solving

2. 1916, Dewey: Perkenalkan mahasiswa dengan situasi kehidupan


nyata (real-life) dan fasilitasi agar mendapatkan
informasi untuk memecahkan masalah

3. 1930, Miller dan 1940, Katona: Ketidak efektifan metode pemberian


solusi (ready-made solution) pada
mahasiswa
Sejarah PBL

Di dunia kedokteran:
1. 1961, Case Western University, Cleveland, Ohio: hybrid PBL

2. 1966, Mc Master University Medical School, Canada: double track


Mahasiswa PBL lebih baik: - motivasi
- solving problems
- self-study

3. 1973, University of Newcastle, Australia


1975, University of Limburg, Maastricht

PBL berkembang ke seluruh dunia (pendidikan kedokteran)


Rationale for PBL

Three condition that facilitated learning


Activation of prior knowledge
Encoding specificity
Elaboration ofknowledge
Tujuan PBL
To develop:
Knowledge basic and clinical content in
context
Skills scientific reasoning, critical appraisal,
information literacy, the skills of self-directed,
life-long learning
Attitudes value of framework, interpersonal
skills, the importance of psychosocial issues
Tujuan PBL
Structuring knowledge for better recall and
application in clinical context
Developing an effective clinical reasoning
process/problem solving skills
Development of self-directed learning
Principle of the learning through practice and
abilities beyond knowledge
The integration of disciplines
PBL Outcomes

Problem-solving
Self-directed learning Life-long learning
Resource identification and evaluation
Critical reasoning
Creative thinking
Transfer of learning to real-life situation
Incorporation of social and ethical aspects of medicine
Cooperative and collaborative learning
Group leadership and communication skills
Identification of own strengths
The PBL Setting
Dialogue Not Monologue

By the way, where is the teacher??


Tutorial as intervention media for
learning facilitation

Skills
lab

Lecture Tutorial SDL

Prakctice
Session
Peran tutorial

Tutorial dalam konteks PBL adalah suatu active


learning process dalam diskusi kelompok kecil
distimulasi oleh suatu problem (skenario)
mengaktifkan prior knowledge mahasiswa
difasilitasi oleh seorang tutor
dipimpin oleh seorang mahasiswa yang terpilih
dibantu oleh seorang sekretaris yang terpilih
Untuk mencapai tujuan belajar melalui aktivitas
terstruktur yang disebut seven-jump
SEVEN JUMPS
STEP 1. Clarify Unfamiliar Terms
STEP 2. Define the PROBLEM (s)
STEP 3. Brainstorm Possible Hypothesis or
Explanation
STEP 4. Arrange Explanation into a Tentative Solution
STEP 5. Define Learning Objective
STEP 6. Information Gathering and Private Study
STEP 7. Share the Results of Information Gathering
and Private Study
TUTOR

Tutorial
group
process
PROBLEM STUDENT
Definisi CPD
Pendidikan Profesional Berkelanjutan (PPL)
adalah kegiatan belajar terus menerus
(continuous learning) yang harus ditempuh
oleh seorang tenaga profesional agar
senantiasa dapat memelihara, meningkatkan
dan mengembangkan kompetensi
profesionalnya.
Definisi CPD
It is defined as a systematic, ongoing cyclical
process of self-directed learning
It is practitioner-centered
It is self-directed
It is practice-oriented
It is outcomes oriented
Why CPD ?
Half-life of what we learn is very short
If we do not update, we will practice obsolete
medicine
There is a high chance that patients will not
get optimal care.
Source
Textbook
Medical literature
Course
Exchange experience with colleagues
etc
Benefits of CPD
Build confidence and credibility
Earn more
Achieve your career goals
Cope positively with change
Be more productive and efficient

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