Factors Influencing Faculty Medicine, University of Gadjah Mada University to Implement Constructive learning, independent, collaborative and contextual

Problem-Based Learning
Problem-based learning (PBL) is a new learning strategy that focuses on student learning or in other words, student-centered learning (student centered learning). Since its introduction by Barrows in 1969 at the Faculty of Medicine, McMaster, Canada, PBL has been adopted by many medical schools throughout the world. Lots of excellence in teaching methods such as PBL encourages students more active learning and deep integration of knowledge base development, preparation for Lifelong Learning capability, more clinical exposure, improved relationships between students and faculty, and increasing student motivation. According Dolmans et al., PBL is built on four principles underlying the constructive learning, independent, collaborative and contextual. The implementation of the four principles of learning is certainly influenced by many factors. Factors that affect learning each principle will automatically affect the implementation of PBL. For it is necessary to deepen the study of the four basic learning theory, one of the factors that affect student learning constructively to implement, independent, collaborative and contextual in PBL. There are seven categories of factors that affect the students of the Faculty of Medicine, Gadjah Mada University to implement constructive learning, independent, collaborative and contextual in PBL. The seven factors are (1) students, (2) faculty, (3) facilities, (4) learning, (5) the content of learning, (6) scheduling, and (7) others. 1. Students factor (28.41%) Factors students showed that the students became the main factor that determines the success of the implementation of learning in PBL. Approach to applied learning in PBL is student-centered learning (student-centered learning) so that students play a major role implementing PBL learning. The role of students in constructive learning is students learn actively in building knowledge. Prior knowledge called prior knowledge. Prior knowledge students possessed a very important part in linking newfound knowledge with knowledge already possessed. 2. Lecturer factor (22.05%) Lecturers have a role in the implementation of PBL system. The role of teachers in PBL not only as a teacher but also act as facilitators or tutors in tutorial discussions. The main function is to keep the tutor learning process is still running, fishing students studying in depth, making sure all the students involved in the learning process, monitor progress learn from each member of the group, and tell it which encourages students in exploring the case. 3. Factors facilities (19.70%) Facilities in the PBL is a facility that deals with learning in PBL. There are two groups of facilities that are important to consider in the implementation of the PBL learning facilities and learning resources. Facilities include a learning resource reference library that has complete and current when memungkinkan.9 facilities include a discussion of the place and the other place of learning. Discussion space that is needed is a small space that was comfortable enough for 8-10 people, complete with tables, chairs, blackboards, and adequate lighting. The "tight voice "is needed so that the room is not disturbed by the noise from the other room. 4. Learning factor (16.67%) The process of learning to learn in a PBL curriculum includes small group discussions (tutorials),

expert lectures, tutorials praktikum.13 in the context of PBL is an active learning process in a small discussion which enable students prior knowledge, stimulated by the problem, facilitated by the tutor, led by student elected secretary assisted by using a structured activity that is seven jumps 5. Learning Content Factor (4.92%) Learning content factor mentioned by respondents was the amount of the burden of student learning, amount of clinical exposure, the material interesting and contextual learning, innovative teaching methods, clarity of curriculum, standards and compliance scenarios.

6. Schedule Learning Factor (4.55%) Learning schedules factors mentioned by the respondents was the tight schedule, schedule certainty, efficiency of schedules. Tight schedule of courses to be followed by students will influence the process pembelajaran.26 frequent schedule changes likely to disrupt the schedule that has been made private students. Efficiency schedule will also affect one's learning because the efficiency of schedules required timeliness and accuracy of the number. 7. Others (3.40%) Other factors mentioned in this category is the sentence statement of respondents who are outside the categories mentioned above. Other factors that are intended by the respondent is a faculty in the implementation of the management system of PBL curriculum, instruction in the learning process and learning system used Knot There are seven factors that influence Faculty of Medicine, Gadjah Mada to implement constructive learning, independent, collaborative and contextual in PBL are: 1. student factors, 2. factors lecturer, 3. facility factor, 4. factor of the learning process, 5. factor of the learning content, 6. scheduling factors, and 7. others. The three main factors that have a percentage of The biggest factor of students, lecturers factors, and facility factors. Percentage of students is a factor highest percentage of the seven factors of successful explored. This shows the implementation of PBL at the Faculty of Medicine is consistent with theories of learning in PBL is student-centered in accordance with the definition PBL learning process that focuses on students.