PEMBELAJARAN BERBASIS MASALAH

(PROBLEM BASED LEARNING)

1. Pengertian

Pembelajaran Berbasis Masalah (PBM) atau Problem Based Learning (PBL) didasarkan pada hasil
penelitian Barrow and Tamblyn (1980, Barret, 2005) dan pertama kali diimplementasikan pada sekolah
kedokteran di McMaster University Kanda pada tahun 60-an.

Barrow (1980, Barret, 2005) mendefinisikan PBM sebagai “The learning that results from the process of
working towards the understanding of a resolution of a problem. The problem is encountered first in the
learning process.” Sementara Cunningham et.al.(2000, Chasman er.al., 2003) mendefiniskan PBM
sebagai “…Problem-based learning (PBL) has been defined as a teaching strategy that “simultaneously
develops problem-solving strategies, disciplinary knowledge, and skills by placing students in the active
role as problem-solvers confronted with a structured problem which mirrors real-world problems".

Jadi, PBM atau PBL adalah suatu pendekatan peng mengmbelajaran yang mengguanakan maslah dunia
nyata sebagai suatu konteks bagi peserta didik untuk belajar tentang cara berpikir kririt dan
keterampilan pemecahan masalah, serta untuk memperoleh pengetahuan dan konsep yang esensial dari
materi kuliah atau materi pelajaran.

2. Karakteristik

Berdasarkan teori yang dikembangkan Barrow, Min Liu (2005) menjelaskan karakteristik dari PBM,
yaitu :

1. Learning is student-centered

Proses pembelajaran dalam PBL lebih menitikberatkan kepada siswa sebagai orang belajar. Oleh karena
itu, PBL didukung juga oleh teori konstruktivisme dimana siswa didorong untuk dapat mengembangkan
pengetahuannya sendiri.

2. Authentic problems form the organizing focus for learning

Masalah yang disajikan kepada siswa adalah masalah yang otentik sehingga siswa mampu dengan
mudah memahami masalah tersebut serta dapat menerapkannya dalam kehidupan profesionalnya
nanti.

3. New information is acquired through self-directed learning

Dalam proses pemecahan masalah mungkin saja siswa belum

mengetahui dan memahami semua pengetahuan prasyaratnya, sehingga siswa berusaha untuk mencari
sendiri melalui sumbernya, baik dari buku atau informasi lainnya.
4. Learning occurs in small groups

Agar terjadi interaksi ilmiah dan tukar pemikiran dalam usaha membangun pengetahuan secara
kolaborative, maka PBM dilaksakan dalam kelompok kecil. Kelompok yang dibuat menuntut pembagian
tugas yang jelas dan penetapan tujuan yang jelas.

5. Teachers act as facilitators.

pelaksanaan PBM, guru hanya berperan sebagai fasilitator. Namun, walaupun begitu guru harus selalu
memantau perkembangan aktivitas siswa dan mendorong siswa agar mencapai target yang hendak
dicapai.

3. Sintaks

4. Rencana pelaksanaan pembelajaran

Pelaksanaan PBM memiliki ciri tersendiri berkaitan dengan langkah pembelajarannya. Barret (2005)
menjelaskan langkah-langkah pelaksanaan PBM sebagai berikut :

1. Siswa diberi permasalahan oleh guru (atau permasalahan diungkap dari pengalaman siswa)

2. Siswa melakukan diskusi dalam kelompok kecil dan melakukan hal-hal berikut.

ƒ Mengklarifikasi kasus permasalahan yang diberikan

ƒ Mendefinisikan masalah

ƒ Melakukan tukar pikiran berdasarkan pengetahuan yang mereka miliki

ƒ Menetapkan hal-hal yang diperlukan untuk menyelesaikan masalah

ƒ Menetapkan hal-hal yang harus dilakukan untuk menyelesaikan masalah

3. Siswa melakukan kajian secara independen berkaitan dengan masalah yang harus diselesaikan.
Mereka dapat melakukannya dengan cara mencari sumber di perpustakaan, database, internet, sumber
personal atau melakukan observasi

4. Siswa kembali kepada kelompok PBM semula untuk melakukan tukar informasi, pembelajaran teman
sejawat, dan bekerjasaman dalam menyelesaikan masalah.

5. Siswa menyajikan solusi yang mereka temukan

6. Siswa dibantu oleh guru melakukan evaluasi berkaitan dengan seluruh

kegiatan pembelajaran. Hal ini meliputi sejauhmana pengetahuan yang sudah diperoleh oleh siswa
serta bagaiman peran masing-masing siswa dalam kelompok.
Sementara itu Yongwu Miao et.al. membut model Protokol PBM yang disajikan dalam ilustrasi berikut.

5. Analisis video

6. Analisis model pembelajaran

Dalam pelaksanaannya, PBM tentunya memiliki kelebihan dan

kelemahannya. Berikut ini adalah kelebihan dan kekuranag dari PBM.

1. Kelebihan PBM

ƒ Siswa didorong untuk memiliki kemampuan memecahkan masalah dalam situasi nyata

ƒ Siswa memiliki kemampuan membangun pengetahuannya sendiri melalui aktivitas belajar

ƒ Pembelajaran berfokus pada masalah sehingga materi yang tidak ada hubunganna tidak perlu saat itu
dipelajari oleh siswa. Hal ini mengurangi beban siswa dengan menghafal atau menyimpan informasi
ƒ Terjadi aktivitas ilmiah pada siswa melalui kerja kelompok

ƒ Siswa terbiasa menggunakan sumber-sumber pengetahuan baik dari perpustakaan, internet,

wawancara dan observasi

ƒ Siswa memiliki kemampuan menilai kemajuan belajarnya sendiri

ƒ Siswa memiliki kemampuan untuk melakukan komunikasi ilmiah dalam kegiatan diskusi atau
presentasi hasil pekerjaan mereka

ƒ Kesulitan belajar siswa secara individual dapat diatasi melalui kerja kelompok dalam bentuk peer
teaching.

2. Kekurangan PBM

ƒ PBM tidak dapat diterapkan untuk setiap materi pelajaran, ada bagian guru berperan aktif dalam
menyajikan materi. PBM lebih cocok untuk pembelajaran yang menuntut kemampuan tertentu yang
kaitannya dengan pemecahan masalah

ƒ Dalam suatu kelas yang memiki tingkat keragaman siswa yang tinggi akan terjadi kesulitan dalam
pembagian tugas

English ver.
1. Problem based learning

Problem Based Learning (PBM) or Problem Based Learning (PBL) is based on the research results of
Barrow and Tamblyn (1980, Barret, 2005) and was first implemented in the medical school at McMaster
University Kanda in the 60s.

Barrow (1980, Barret, 2005) defines PBM as "The learning that results from the process of working
towards the understanding of a resolution of a problem. The problem is encountered first in the learning
process. " While Cunningham et.al. (2000, Chasman er.al., 2003) defines PBM as "... Problem-based
learning (PBL) has been defined as a teaching strategy that" simultaneously develops problem-solving
strategies, disciplinary knowledge, and skills. by placing students in the active role as problem-solvers
confronted with a structured problem which mirrors real-world problems ".

So, PBM or PBL is a teaching approach that uses real-world problems as a context for students to learn
about critical thinking and problem-solving skills, as well as to acquire essential knowledge and concepts
from course materials or subject matter.

2.Characteristics

Based on the theory developed by Barrow, Min Liu (2005) describes the characteristics of PBM, namely:

1. Learning is student-centered

The learning process in PBL focuses more on students as learning people. Therefore, PBL is also
supported by constructivism theory where students are encouraged to be able to develop their own
knowledge.

2. Authentic problems form the organizing focus for learning

The problems presented to students are authentic problems so that students are able to easily
understand these problems and can apply them in their professional life later.

3. New information is acquired through self-directed learning

In the problem solving process, students may not

knowing and understanding all the prerequisite knowledge, so that students try to find their own
through the source, either from books or other information.

4. Learning occurs in small groups

In order for scientific interaction and exchange of ideas in an effort to build knowledge collaboratively,
PBM is carried out in small groups. Groups that are formed require a clear division of tasks and setting
clear goals.

5. Teachers act as facilitators.

the implementation of PBM, the teacher only acts as a facilitator. However, even so the teacher must
always monitor the development of student activities and encourage students to achieve the targets to
be achieved.

3. 3. Syntax

4. The lesson plan

The implementation of PBM has its own characteristics related to the learning steps. Barret (2005)
describes the steps for implementing PBM as follows:

1. Students are given problems by the teacher (or problems are revealed from student experiences)

2. Students hold discussions in small groups and do the following.

Clarify the problem cases that are given

Defines the problem

To exchange ideas based on the knowledge they have

Define the things that are needed to solve the problem

Define what to do to solve the problem

3. Students conduct independent studies related to problems that must be resolved. They can do this by
searching for sources in libraries, databases, the internet, personal sources or making observations

4. Students return to their original PBM group to exchange information, learn from peers, and work
together in solving problems.

5. Students present the solutions they have found

6. Students are assisted by the teacher to carry out evaluation related to all

Learning Activities. This includes the extent of the knowledge that has been obtained by
students and how the role of each student in the group.

Meanwhile Yongwu Miao et.al. created the PBM Protocol model presented in the following illustration.

5. Video analysis

6. Analysis of learning models

In its implementation, PBM certainly has advantages and

weakness. The following are the advantages and disadvantages of PBM.

1. The advantages of PBM

Students are encouraged to have the ability to solve problems in real situations

Students have the ability to build their own knowledge through learning activities

Learning focuses on problems so that unrelated material does not need to be studied by students at
that time. This reduces the burden on students by memorizing or storing information

There is scientific activity in students through group work

Students are accustomed to using knowledge sources from libraries, internet, interviews and
observations

Students have the ability to assess their own learning progress

Students have the ability to carry out scientific communication in discussions or presentations of their
work

Individual student learning difficulties can be overcome through group work in the form of peer
teaching.

2. Lack of PBM

PBM cannot be applied to every subject matter, there is a part that the teacher plays an active role in
presenting the material. PBM is more suitable for learning that requires certain abilities related to
problem solving

In a class that has a high level of student diversity there will be difficulties in assigning tasks