CRITICAL THINKING, LEARNING SKILLS, AND EBL

This paper is dedicated to fulfilling the assignments of the EBL

courses
Coached by dr.Nooryasni

Compailed by

Ananda Iffah Nirmala

MEDICAL FACULTY
BOSOWA UNIVERSITY
2017/2018
(Jl, Urip Sumoharjo KM.4, Sinrijala, Kec. Makassar, Sulawesi Seleatan, 90231)

i
 PREFACE

Praise be to God for the presence of God Almighty because with His
grace, grace, and taufik and hidayah we can finish the paper about the problem
experienced by medical university student of bosowa this well although there are
many deficiencies in it. And also we are grateful to dr. Nooryasni as lecturer of
EBL course who has given this task to us.

We sincerely hope this paper can be useful in order to increase our

insight and knowledge of the methods of learning and problem solving. We are
also fully aware that in this paper there is a shortage and is far from perfect.
Therefore, we expect criticism, suggestions and suggestions for the improvement
of the papers we have made in the future, given that nothing is perfect without
constructive suggestions.

Hopefully this simple paper can be understood for anyone who reads it.
If this report has been prepared, it can be useful for both ourselves and the people
who read it. Previously we apologize if there are any errors of words that are less
favorable and we ask for constructive criticism and suggestions from you for the
improvement of this paper in the future.

Makassar, December 2017

Authors

ii
 TABLE OF CONTENTS

PREFACE ........................................................................................................ ii

TABLE OF CONTENTS ................................................................................. iii

BAB I : SCENARIO ........................................................................................ 1

BAB II : DISCUSSION ................................................................................... 2

II. 1 Identification and Clarification of SDL, TCL, SCL, and PBL ........ 3

II. 2 Determine of Problem ..................................................................... 5

II. 3 Problem Analysis ............................................................................ 5

II. 4 Learning Objective .......................................................................... 6

BAB III : CONCLUSION................................................................................ 10

BAB IV : ADVISE .......................................................................................... 11

REFERENCES................................................................................................. 12

iii
 BAB I

SCENARIO

A new Student of Medical Faculty of Bosowa University feel

confused after getting the introductory lecture book 1𝑠𝑡 . They will
undergo the problem based learning (PBL) process as one of student
centered learning (SCL) strategy that requires student activeness in
self-directed learning (SDL). They were previously accustomed to
teacher centered learning (TCL). When the process of PBL tutorial
with seven jumps method, it was difficult to determine who became
the chairman and the secretary in group because they are worried not
eing able to perform the task well. At the end of the second week will
be an independent learning evaluation and they are confused in
developing learning strategy with their learning style.

1
 BAB II

DISCUSSION

2.1 Identification and clarification of SDL, TCL, SCL, and PBL

1. SDL (Self Directed Learning)
The Self Directed Learning (SDL) model is a student centered
constructivist learning model. This SDL model is based on the view of
John Dewey that every individual has unlimited potential to grow and
develop. Student potential development in the SDL Model can work well
if the student (adult learner) as a learner has full responsibility for the
learning activities. There are various expert opinions on the SDL model
although in general the essence of the SDL model is the same.
The SDL model as a process of the learning organization, focused
on student autonomy during the learning process. Furthermore, some
scholars emphasize the SDL model as a personal attribute, with the
ultimate goal of developing character, emotional, and intellectual
autonomy (Song & Hill, 2007).
Broadly speaking, the learning process in SDL is divided into three
namely planning, monitoring, and evaluating (Song & Hill, 2007). At the
planning stage, students plan activities at places and times where students
feel comfortable to learn. Students also plan the desired learning
component and determine the learning target to be achieved. At the
monitoring stage, students observe and observe their learning. Many
learning challenges can be found by students as students monitor their
lessons so that it will make the learning process more meaningful. In the
evaluation phase, students evaluate the lessons and knowledge they have
and then the teachers provide feedback and collaborate the students'
knowledge with each other to achieve a correct understanding. Teachers
can not directly evaluate students but prepare time for evaluation and
feedback for each student.

2
 In another sense Self Directed Learning is a personally oriented
mental process accompanied and supported by behavioral activities
involved in identifying and seeking information (Long, in Hoban &
Hoban, 2004). Learners decide how, where, and when to learn the content
they identify important (Hammonds & Collin, in Kennedy, et al., 2000).
Knowles (in Hoban & Hoban, 2004) defines that self-directed learning is
an individual process of taking initiative, with or without the help of others
in diagnosing learning needs, formulating learning objectives, identifying
human and material resources for learning, selecting and implementing
learning strategies appropriate, and evaluate learning outcomes. Therefore
learners are responsible for planning, implementing and evaluating their
own learning and are expected to work independently or with others in
order to achieve learning goals (Hiemstra & Brookfield, in Williamson,
2007). The key to self-learning is the initiative or proactive person to
manage his learning (Hiemstra, 1988; Knowles, 1975).

2. SCL (Student Centered Learning)

SCL or Student Centered Learning is an approach in learning that
facilitates learners to engage in experiential learnig processes. If the
learner is Kurdi, Student Centered Learning Application Can be
categorized into the type of activist, reflector, theorist, and pragmatist,
means the SCL approach is a method that can facilitate the learner, in this
case the student so that directly or can not be involved in the learning
process.
The advantages of the SCL learning model will be able to support
efforts towards effective and efficient learning (Harsono, 2009 Sudjana,
2005).

3. TCL (Teacher Centered Learning).

Rusman (2012: 381) argues that the teacher-oriented approach to
learning is learning that puts students as objects in learning and learning

3
 activities are classical. This approach of teachers puts themselves in the
know-it-all and as the only source of learning. The role of students in this
approach only performs activities in accordance with the teacher's
instructions. Students barely have the opportunity to perform activities
according to their interests and desires. A similar opinion was expressed
by Wina Sanjaya (2006: 96), that in teacher-centered learning activities,
teachers play a very important role. Master determines everything.
Teachers have three main roles to be done namely, teachers as planners, as
conveyors of information and teachers as evaluators.

4. PBL (Problem Based Learning)

According to Arends (2008: 41), PBL is a learning that presents a
variety of authentic and meaningful problem situations to students, which
can serve as a springboard for investigation and investigation. While
Sanjaya (2009: 214) also believes that PBL can be defined as a series of
learning activities that emphasize the process of solving problems faced
scientifically.
From the above opinion it can be concluded that the
understanding of PBL is a learning that gives problems to students and
students are expected to solve the problem by implementing active
learning. So that in this learning students are always active, the teacher
only as a facilitator.
According to Amir (2009: 12), the characteristics or
characteristics of PBL include:
1) learning begins with problem-solving;
2) students in groups are actively formulating problems
3) study and search for material that relates to the problem and report the
solution.

4
II. 2 Determine of Problem
1. Why are bosowa university medical students confused about PBL and
SDL method?
2. Why are bosowa university medical students confused to determine the
chairman and their secretary?
3. What should they do to develop their learning strategies?

II. 3 Problem Analysis

1. Bosowa university medical students confused about PBL and SDL method
because they haven’t experience about learning methods like PBL and
SDL. As has been described above that PBL is as a series of learning
activities that emphasize the process of solving problems faced
scientifically and the SDL is an individual process of taking initiative, with
or without the help of others in diagnosing learning needs, formulating
learning objectives, and ext. Whereas when they are senior high school
they are not use learning methode like this. They are use TCL method. So,
they are confused confront learning methods like this when their first
learning.

2. Bosowa University medical students are confused to determine the

chairman and their secretary because they are worried not be able to
perform the task well. They are also confused because they just face this
kind of learning method.

3. Crowl, Kaminsky & Podell (1997) suggests three approaches that underlie
the development of learning strategies. First, Advance Organizers from
Ausubel, which is an introductory statement that helps students prepare for
new learning activities and shows the relationship between what will be
learned with broader concepts or ideas. Second, Discovery learning from
Bruner, which suggests that learning starts from the presentation of
problems from teachers to improve students' ability to investigate and

5
 determine their solutions. Third, learning events from Gagne (Drawing
student attention, exposing learning objectives, generating initial
knowledge, presenting stimulation materials, guiding learning, accepting
student responses, giving feedback, assessing performance, increasing
retention and transfer.)

II. 4 Learning Objective

1. What is a learning strategy ?
Gerlach & Ely (1980) says that learning strategies are the means
chosen to deliver the subject matter in a particular learning environment,
which includes the nature, scope, and sequence of activities that can
provide a learning experience to the students. Dick & Carey (1996) argue
that learning strategies are not only limited to the procedure of activity, but
also include the materials or learning packages.
The learning strategy consists of all the components of the subject
matter and the procedures that will be used to help the student achieve
certain learning goals. Learning strategy can also be interpreted as a
pattern of learning activities selected and used teachers contextually, in
accordance with the characteristics of students, school conditions, the
environment and the specific goals of learning formulated. Gerlach & Ely
(1980) also said that there is a need for a link between learning strategies
with learning objectives, in order to obtain steps of effective and efficient
learning activities. Learning strategy consists of methods and techniques
(procedures) that will ensure that students will actually achieve the
learning objectives

2. What are the advantages and disadvantages of TCL and SCL learning
methods?
A. The advantages and disadvantages of TCL are as follows:
1. Excess TCL
a) A large amount of information can be provided in a short time.

6
 b) Information can be provided to a large number of students
c) It is the main platform for teachers with expert qualifications
d) class organization can easily be set to be simpler.
e) teachers can easily control the class

2. Lack of TCL
a) material that students understand is limited only from the
teacher.
b) This method is boring.
c) it is difficult to know the level of understanding of all students.

B. The advantages and disadvantages of SCL are as follows:

1. Excess SCL
a) Students or learners will be able to feel that learning is their
own because students are given a wide opportunity to
participate;
b) Students have strong motivation to participate in learning
activities;
c) The growth of democratic atmosphere in learning so that there
will be dialogue and discussion for mutual learning
membelajarkan among students;
d) Can add insight to the mind and knowledge for lecturers or
educators because something experienced and submitted by the
student may not have been known before by the lecturer.
e) Enabling students
f) Encouraging students to master knowledge
g) Introduce the relationship between knowledge and the real
world
h) Encourage active learning and critical thinking
i) Introduce a variety of learning styles
j) Taking into account the needs and background of the learner

7
 2. Lack of SCL
a) It is difficult to implement in large classes
b) Requires more time
c) Not effective for all curriculum types
d) Not suitable for students who are not used to being active,
independent, and democratic

3. how the comparison of learning in Indonesia and other contry ?

Different table
Indonesia (lowest German (intermediate Japan (high learning
learning result) learning outcomes) result)
Teachers are involved Teacher guides Learners Complete that problem
in solution to problem developing techniques challenging and
simple, answer together problem solving for complex, then share
with learners, problems challenging, results and
demonstration method participants give educate complication methods
settlement, assigning response to teacher
participants educate to questions
do a similar matter
Learning objectives
Riview lessons Riview lessons Riview lessons earlier
predecessor and check predecessor and check
Homework Homework
Teacher Demonstrate Presents the topic and Presentation of the the
How complete the the problems problem
problems
Training participants Teachers develop Learners work
doing the same thing procedure for complete independent or
similar the problems flocking to solve
problems

8
 Master helps improve Training participants The student discussed
workouts Working on a similar about the method of
problem completion
Teacher gives a Teacher gives a Summarizes Important
homework homework things

From the table above we can concluded that very much different
learning method between indonesia with some contries hight quality
education like Germany and Japan. If this defference can make us as student
in indonesia aware and trying to change our learning style to catch up
education in our country

9
 BAB III
CONCLUSION

So the learning strategy is the means chosen to deliver the learning

materials in a particular teaching environment that includes the nature, scope, and
activities that can provide a learning experience to students. Learning strategy
consists of technique (proseudur) and method. This method is the way ang is used
to implement the plan that has been compiled. For example TCL and SCL are in
the scl there are PBL and SDL.
In the student learning is more suitable SCL or more specific method of
PBL because it emphasizes the students to be active in the learning process and
make learning becomes more effective and efficient. In addition, with the PBL
method students will also be more critical and analysis in thinking, and improve
students' ability to solve problems.

10
 BAB IV
ADVISE

My advice to bosowa university medical students is to further improve

or develop their learning car. Because if not, it will be very left behind with the
faculty of medicine at the university level of Indonesia or even the world. With
the application of SCL method, the quality of education or quality of university
graduates will increase and can follow the progress of education in countries that
the quality of education like japan.

11
 REFERENCES

Setyawati, sri panca (2015).“Keefektifan model pembelajaran inquiry based

learning untuk meningkatkan self directed learning”.
http://eprints.uny.ac.id/21675/1/08%20Sri%20Panca%20Setyawati.pdf
(diakses tanggal 7 desember 2017)

Arjaya, ida bagus ari (2013). “Model Self Directed Learning Berbasis Lingkungan
Dalam Pembelajaran Biologi”.
https://jurnal.uns.ac.id/prosbi/article/download/6340/5724 (diakses
tanggal 7 desember 2017)

Anwar, ayub irmadani, Yayi suryo prabandari, ova Emilia (2017). “Pembelajaran
Berbasis Masalah dan Collaborative Learning. Motivasi dan Strategi
Belajar Siswa dalam Pendidikan di Fakultas Kedokteran Gigi
Universitas Hasanuddin”.
https://journal.ugm.ac.id/jpki/article/view/25189/16163 (diakses tanggal
7 desember 2017)

Kurdi, fauziah Nuraini (2009). “Penerapan Student Centered Learning Dari

Teacher Centered Learning Mata Ajar Ilmu Kesehatan Pada Program
Studi Penjaskes”.
http://www.forumkependidikan.unsri.ac.id/userfiles/Artikel%20Fauziah
%20Nuraini%20Kurdi-UNSRI.pdf (diakses tanggal 7 desember 2017)

Wulandari, Eni, H. Setyo Budi2, Kartika Chrysti Suryandari3 (2013. “Penerapan

model pbl (problem based learning) pada pembelajaran ipa siswa kelas
v sd”. http://eprints.uny.ac.id/53031/2/BAB%201-3.pdf (diakses
tanggal 7 desember 2017)

Anitah W, Sri (2008).“Strategi pembelajaran”.

http://repository.ut.ac.id/4401/2/PEFI4201-M1.pdf (diakses tanggal 7
desember 2017)

12