Problem Based Learning

PROBLEM BASED LEARNING
Oleh: dr. Rika Lisiswanti Fakultas Kedokteran Universitas Lampung
Latar Belakang PBL

Metode kuliah konvensional (Teaching) 1. Teacher centered 2. Knowledge transfer 3. Mahasiswa pasif 4. Dosen/teacher yang menyiapkan jawaban 5. Dosen/teacher berdiri didepan
Learning / Pembelajaran/belajar 1. Student centered 2. Knoowledge acquisitionMahasiswa aktif 3. Dosen yang memberikan pertanyaan 4. Dosen sebagai guide/membimbing
Penelitian terhadap pendidikan didapatkan suatu format retensi pengetahuan :
1. 2. 3. 4. 5. 6.
Lecture : 5 % Readning : 10 % Audiovisual : 20 % Demonstration : 30 % Discussion group : 50 % Practice by doing : 75 %
Tujuan PBL
1.
2. 3. 4.
5.
Struktur pengetahuan lebih mudah diingat dan teraplikasi dalam klinik Mengembangkan sebuah Skill dan reasoning dalam klinis lebih ber etika dan sopan Mengemabangan belajar mandiri Prinsip pembelajaran dengan pendekatan praktek dan pengetahuan Integrasi berbagai disiplin ilmu
SIKLUS PEMBELAJARAN
Unconscious Incompetence awareness Conscious Incompetence learning Conscious competence mastery Unconscious competence change
DISKUSI 1
Step 1 : Clarifying unfamiliar term Step 2 : Problem defenition Step 3 : Brainstorm Step 4 : Analysing the problem Step 5 : Formulating learning objective
DISKUSI 2
Step 6 : Self Study Step 7 : Reporting
SEVEN JUMPS (David et al, 1999)

Step 1. Clarify unfamiliar term Proses: Student indentify any words whose meaning is unclear-other group members may be able to provide defenitions. Students should be made to feel safe, enabling them to be honest about anything they do not understand
Reason: Unfamiliar term act as an obstacle to understanding. Clarification of even halfstood term may start the proses of learning Written output: Word or names on which the group cannot agree a meaning should be listed as learning objectives.
Step 2. Define the problems

Process: The tutorial group defines the problem in a set of questions . This is an open session when student are encouraged to contribute their view of the problem under discussion. The tutor may need encourage them all to contibute to a fast- moving and wide-ranging analysis.
Written output: List of issues to be explained
Step 3. Brainstorm Possible hypothesis or explanation

Proses: Pre-existing knowledge is activated and determined, hypothesis are generated. This is a continuation of the open session but student s now try to formulate, test and compare the relative merits of their hypothesis.
as explainatios of the problem or case he tutor may need to keep the discussion at a hypothetical level and discourage going into too much detail too quickly. In this context; a hypothesis means a supposition made either as basis for reasoning, without assumption of its truth, or as a starting point for investigation.
Explanation means make known in detail and make inteligible, with a view to mutual understanding.
Reason: This is crusial step, that prompt the used of previous learning and memory and allows students to test or draw on anothers understanding: links can be formed between the items in incomplete knowledge that exist within the group. If well handled by the tutor and group,
, it pitches learning at the deeper level of understanding rather than the superficial level of fact
Written output: List of hypotheses or explanations
Step 4. Arrange explanations into a tentative solution/analyzing the problem
Process: Explanations and hypotheses are discussed in depth and are systematically analyzed and related to each other. Student will have thought of as many different explanations as possible of what is occurring. The problem is scrutinized in fine detail and compared againts the proposed hypotheses, or explanations, to see how the will match and if further exploration is needed.
Reason: This stage actively processes anf restructures existing knowledge and identifies gaps in understanding. Written output: This involves organizing explanations for problems, repersenting them schematically, trying ti fink new ideas with each other
, with existing knowledge and with different contexts. This process provides a visual output of relationships between different pieces of information and facilities storage of information in long-term memory. (note that in memory, some elements of knowledge are organized schematically in frameworks or network than semantically like a dictionary).
Step 5. Define learning objectives/formulating learning issues

Process: It is determinated what knowledge the group lack and learning issues are formulated in these topics.
The group agree a core set of learning objectives that all students will study. the tutor encourage them to be focused, not too broad or superficial and achievable within the time available. Some students may have objectives that are not shared by the whole group because of their own personal learning needs or intersts.
Reason: The process of consensus uses the expertise of the entire tutorial group (and tutor) to synthesize the foregoing discussion in to apropriate and attainanble learning objectives. This is not only defines the learning objectives but also pulls the group together and concludes the discussion.
Written output:
Leraning objective-these are the main output of the initial group work in PBL the learning objectives should be preferably be in the form of issues that adress specific questions or hypotheses. For example, the use of cantle charts to asses the growth of children is better and more precise that the global topic of growth.
Step 6. Information gathering and private study

Process: This could include finding material in textbooks, carrying out a computerized literature search using the internet looking at pathological specimens, talking to an expert, or anything else that will help provide the information the student is seeking.
A well organized PBL course or block book providing advice on how to obtain oe contact specific learning resources that might otherwise be difficult to find or access.
Reason: Clearly an essesntial part of the learning process is gathering and acquisition of new information, which students do on their own.
Written out put: Student individual note
Step 7. Reporting / share the results of information gathering and private study
Process: Finding from self-study are reported and answer to the learning issues are discussed. This take place a few days after the first session (steps 1-5) students begin by returning to their list of learning objectives. They first identify their individual sources of information,
Pool their information from private study and help each other understand and identify areas of continuing difficulty for further study (or expert help). After this, they attempt to undertake and produce a complete analysis the problem.
Reason: The synthesizes the work of the group, consolidates learning and identifies areas of uncertainty, possibly for further study. Learning is inevitably incomplete and openended, but this is quite deliberate because students should return to the topics when appropriate trigger occur in the future.
Written output: Students individual notes

Problem Based Learning

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Problem Based Learning

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PROBLEM BASED LEARNING

Oleh: dr. Rika Lisiswanti Fakultas Kedokteran Universitas Lampung

Latar Belakang PBL

Penelitian terhadap pendidikan didapatkan suatu format retensi pengetahuan :

Lecture : 5 % Readning : 10 % Audiovisual : 20 % Demonstration : 30 % Discussion group : 50 % Practice by doing : 75 %

SEVEN JUMPS (David et al, 1999)

Step 2. Define the problems

Written output: List of issues to be explained

Step 3. Brainstorm Possible hypothesis or explanation

Step 4. Arrange explanations into a tentative solution/analyzing the problem

Step 5. Define learning objectives/formulating learning issues

Step 6. Information gathering and private study

Written out put: Student individual note

Written output: Students individual notes

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