PROBLEM BASED LEARNING (PBL)

dr. Adi Arianto, M.Biomed

PEMBELAJARAN
BERPUSAT PADA
DOSEN / GURU

PEMBELAJARAN
BERPUSAT PADA
MAHASISWA

tudent-centered

eacher-centered

roblem-based

nformation
gathering

ntegrated

ommunity-based

iscipline-based

ospital-based

lective

ore

ystematic

pprenticenship

PERBEDAAN PEMBELAJARAN TEACHER CENTERED LEARNING (TCL)

DENGAN STUDENT CENTERED LEARNING (SCL)
TEACHER CENTERED
LEARNING

STUDENT CENTERED
LEARNING

Berpusat pada guru/dosen.

Dosen yang aktif memberikan
pengetahuan

Berpusat pada mahasiswa.

Mahasiswa yang aktif mendapatkan
Pengetahuan, keterampilan

Sesuai untuk mengembangkan ilmu

dalam satu disiplin saja

Sesuai untuk pengembangan ilmu

dengan pendekatan secara
interdisipliner

Iklim pembelajaran lebih individualis

dan kompetitif

Iklim pembelajaran lebih kolaboratif,

supportif dan kooperatif

Hanya mahasiswa yang dianggap

melakukan proses pembelajaran

Mahasiswa dan dosen belajar bersama

dalam mengembangkan pengetahuan,
konsep dan keterampilan

Dosen bertindak sebagai instruktur dan

pembuat keputusan dalam
pembelajaran

Dosen bertindak sebagai fasilitator

dalam 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

mengajarkan

Penekanan pada bagaimana cara

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 utama

Perkuliahan hanya salah satu kegiatan

belajar, mahasiswa dapat belajar dari
berbagai sumber lain

REASONS FOR CHANGES

General Reasons

Educational Background

Cognitive Psychology

General Reasons

REASONS FOR CHANGES

Science &
technology

Information &
Communication

Globalization
Curriculum:
learning objectives
(competencies),
L&T approach, assessment &
learning environment
should be evaluated
& revised

Changes in community
perception & knowledge
to health issues

High competitiveness

High quality graduates: scientistprofessional, lifelong learner,

sensitive, creative, independent,
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

Psikologis

Biologis

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

Tanda kelamin sekunder

ADULT LEARNING
CHARACTERISTICS (MALCOLM KNOWLES)
1. Adults are autonomous and

self-directed

2. Adults have
accumulated
a foundation of

3. Adults are

practical

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

Asumsi

Pedagogi

Andragogi

Konsep pembelajar

Bergantung pada guru

(pasif)

Independen/selfdirected (aktif)

Peran guru/dosen

Figur otoritas

Pembimbing & fasilitator

Peran prior knowledge pembelajar

Lebih banyak ditambah

daripada digunakan
sebagai sumber belajar

Sebagai sumber yang kaya

untuk pembelajaran

Kesiapan untuk
belajar

Uniform dalam tingkat dan

kurikulum

Berkembang dari tugas dan

masalah

Orientasi
pembelajaran

Berpusat pada subyek

Berpusat pada masalah/

tugas kontekstual

Motivasi

Eksternal, reward &

punishment

Insentif internal dan sikap

ingin tahu

REASONS FOR CHANGES

Educational Background

Shifting paradigm from teaching to learning

Teaching vs learning
Teacher
centered

Student
centered

Knowledge
transfer

Knowledge
acquisition

Reinforces
passiveness

Reinforces
activeness

Teachers
provide answers

Teachers ask
questions

Teachers direct
students

Teachers guide
students

REASONS FOR CHANGES

Educational Background

Research on learning formats

The Learning Pyramid

Average
Retention Rate

Lecture

5%

Reading
Audiovisual

10%

Demonstration

30%

Discussion group

50%

Practice by doing

75%

Teach others

80%

National Training Laboratories, Bethel, Maine, USA

20%

REASONS FOR CHANGES

Cognitive Psychology

Expertise research
Problem solving

Cognitive Psychology

Novice

Expert

Student-Centered (Learning)
student
student

student

student

student

student

student
student

facilitator

Interpersonal communication, complex interaction - facilitated by a tutor (Sefton, 2001)

STANDAR PENDIDIKAN PROFESI DOKTER

KKI, tahun 2006 dan 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

DEFINITION OF PBL
an active learning stimulated by, and focused round a
clinical, community or scientific problem (Davis and
Harden, 1999)

Students work on the problem which is explicitly used

to get students themselves to identify and search for
the knowledge, that they need to obtain in order to
approach the problem (Ross, 1991)

DEFINITION OF PBL
instructional method characterized by the use of
patient problems as a context for students to learn
problem-solving skills and acquire knowledge about
the basic and clinical sciences (Albanese&Mitchell,
1993)
Faculty objectives are translated into a problem, usually
consisting of a set of phenomena in need of some kind of
explanation. Students analyse these problems, attempting to
understand the underlying principles or processes through smallgroup discussion. During discussion, questions which remain
unanswered are identified. These questions or learning issues
serve as a guide for independent and self-directed learning
(Dolman, 1994)

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, lifelong 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??

PROBLEM-BASED LEARNING CONCEPT MAP

Collaborative

Problem
Characteristics

Is

Has
Authentic
Learning

Problem
Based
Learning

Is

Self Directed

Is

Requires

Learner
Responsibilities

Follows
A

Has

Has

Outcomes

Research

Format

TUTORIAL

AS INTERVENTION MEDIA FOR

LEARNING FACILITATION

Skills
lab

Lecture

Tutorial

Prakctice
Session

SDL

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

TUTOR

Tutorial
group
process
PROBLEM

STUDENT