Filosofi PBL

Diani Puspa Wijaya

FK UII 2014
Blok Introduksi (1.1)

Tujuan belajar
Menjelaskan filosofi PBL
Menjelaskan dinamika kelompok

Question :
How we learn best ?

Problem Based Learning

Learning result from the process of working
towards understanding or resolution of a
problem.
An instructional student-centered approach
which uses carefully constructed clinical
problems as a context for students to: define
their learning needs, conduct self-directed
enquiry, integrate theory and practice, and
apply knowledge and skills to develop a
solution to a defined problem.

The problem is encountered first in the learning

process and serves as a focus or stimulus for
the application of problem solving or reasoning
skills
(Barrows & Tamblyn, 1986)

S P I C E S Strategy
New curriculum

Traditional
curriculum

The rationale for PBL

Its approach is based on principles of adult

education and self-directed learning.

SDL is a process, in which individuals take
the initiative, with or without the help of
others, in :
Diagnosing their learning needs
Formulating goals
Identifying learning resources
Choosing and implementing
appropriate learning strategies
Evaluating learning outcomes
(Knowles, 1975)

The rationale for PBL

Active participation in learning

is more satisfying

Active

learning
leads
to
enhance retention and recall -long-term retention of newly
acquired information
(Bransford,
Brown,
Cocking,
2000).

(Harsono, 2010)

Elaboration
connectedness of
concepts

promotes
ideas and

Elaboration fosters cooperation

rather than competition among

students

(Schmidt, 1983; Schmidt & Moust, 2000)

(Harsono, 2010)

 The exploration of prior knowledge

The formulation of inquiries derived

from and defined by the learners

need to know
The active construction of meaning
through dialogue and reflection
(Schmidt, 1983; Regehr & Norman,
1996).
Constructivism framework

(Harsono, 2010)

The aims of PBL

PBL requires students to become responsible
for their own learning. The PBL teacher is a
facilitator of student learning, and his/her
intervention diminsh as student progressively
take on responsibility for their own learning
process, (Hmelo-Silver & Burrows).

The main educational objectives of

PBL
Use of problem to acquire a knowledge base

that is easy to retain

Develompment of the clinical reasoning and
problem solving skills
Development of SDL skills

Contd
Development of professional attitude and non
cognitive skills

communications
computational,
technological
literacy
informational abilities

Provision of a student centered learning

approach
Encouragement of independent critical
thinking skill

The Essence of PBL

Trigger material
Small group
Discussion of the trigger material
Students decide what to study

student-centered motivation; effective

learning

Sharing, comparing, and integrating

different sources; new information is

integrated (seven jumps of tutorial process)

PBL tutorial
A small group

Characterised by student participant and

interaction
Consist: 8-12 students

Anatomy of PBL tutorial group

Scriber 2

Scriber 1

Leader

Tutor
Group members

18

Why Small Group?

An adult approach to learning need

generic skill
Encourage to take responsibility
Promote deeper understanding
Encourages problem solving skill
Encourage participation
Encourage an awareness different view

19

Group Dynamics

21

Group
two or more figures forming a complete unit in

a composition
a number of individuals assembled together
or having some unifying relationship
(Merriam Webster Dictionary)

Dinamika Kelompok
Proses kelompok yang selalu bergerak,

berkembang dan dapat menyesuaikan diri

dengan keadaan yang selalu berubah-ubah

Stage of Group Development

24

FORMING
Uncertainty
Group member questioning why we are here,

what we are supposed to do, how are we

going to get it done, and what are our goals?

25

Forming Groups
Homogeneous vs. Heterogeneous

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Sele
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Homogeneous
Groups

or

Heterogeneous
Groups
26

What Aspects of Heterogeneity are

Important for You?
Skills?

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Maj
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27

 Sopan
Menahan diri, hati-hati
Konflik tertutup, personal dan merusak
Menjaga citra
Diskusi lambat
Menyerahkan keputusan pada pimpinan

 Characterized by group awareness and

relationship building
Challenge : to create team identity and make
the team important to the group members
Task : to provide structure, set goals, clarify
values, and develop the group vision/mission
Concern the orientation of group members to
the work they are being asked to do

STORMING
Consist of conflict and confrontation

31

 Konflik kepribadian
Konflik sudut pandang
Banyak yg dikatakan tapi sedikit yg

dikomunikasikan
Sarkastis, menyindir
Efektifitas rendah bahkan lebih rendah
dibanding bekerja sendiri
Kelelahan dan putus asa seakan-akan rukun
Utk hindari konflik, tdk perna membicarakan
pekerjaan

 Characterized by resistance, negativity,

ambiguity, and confusion within the group

Challenge : to let everyone be heard and
express their feelings productively
Task : to help members move constructively
from conflict toward renewed commitment to
the group

NORMING
The group to function effectively
Members begin to experience a feeling of

groupness
Begin sharing ideas, feelings, giving feedback
to each other, soliciting feedback, exploring
actions and sharing information related to the
task

35

 Mulai memahami pentingnya bekerja sama

Perkelahian mereda
Mulai muncul semangat kerja sama
Rasa aman mengemukakan pendapat dan

mendiskusikan secara terbuka

Mulai mau saling mendengarkan
Metode kerja mulai terbentuk

 Characterized by cooperation and integration

within the group

Challenge : to channel the skills, energy, and
independent spirit of the team members into
coordinated work
People feel good about being a part of a
group
Task : Understand the goals and tasks more
thoroughly and are willing to work hard to
achieve these goals

PERFORMING
The group is in a high performance team
Accomplish tasks successfully

40

 Characterized by interdependence where

members can work alone, in any sub-group,

or as a total unit
Group members are energetic, enthusiastic,
and will often sacrifice for the sake of the
team's performance
Group tasks are well defined with a high level
of commitment to common activity

ADJOURNING
The process of "unforming" the group
Letting go of the group structure and moving

on.

42

Stages of Group Development

Performing
Norming

Storming
Forming

Existing group
might regress
back to an
earlier stage of
development

Adjourning

Suggestion using group

Form heterogeneous groups.
Use permanent groups.
Rotate roles of responsibility.
Rely on group-selected ground rules.
Conduct peer evaluations.

44

Effective Groups & Ineffective Group

Skills
Effective Groups
Goals are cooperatively

Ineffective Group
Goals are competitively

structured
structured
Communication is 2 way
Communication is 1 way
Participation & leadership are Leadership is delegated &
distributed among all group
based upon authority
member
Ability & information
Position determines influence
determine influence & power
& power

Effective Groups & Ineffective Group

Skills
Effective Groups
Decision-making procedures

Ineffective Group
Decision are always made by

are matched with the situation the highest authority

Interpersonal, group, &
The functions performed by
intergroup behaviors are
members are emphasized
stressed
Problem-solving adequacy is
Problem-solving adequacy is
low
high

Tutor task in PBL

Climate setting create safe, condusive

environtmnet for SDL

Planning organize & structure of tutorials
Clarifying learning needs LO, set goals
Designing a learning plan help student learning
plan, strategy
Engaging in learning activities to ensure
students are on the track
Evaluating learning outcome formative &
summative evaluation

How ?
Ask probing question
Help students clarify their thinking
Guide group process

Level of external regulation by tutor

partial

rigid

Coaching

free

Consulting

Modelling

Low

Intermediate

high

Level of self regulation by student

49

What next?

SUCCESS IN PBL

 Work in small group in collaborative way to

solve real life problem

Learn content
Expend your higher order thinking
Expend your communication skill
Understand the PBL (rationale, educational
objective, problem that encounter in, group
functioning)