PROBLEM BASED LEARNING
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| PROBLEM BASED LEARNING |
1. Definition ofProblem-Based Learning
PROBLEM-BASED LEARNING islearning that uses real problem (authentic) unstructured (ill-structured) andis open as a context for students to develop problem-solving skills andcritical thinking as well as well as build new knowledge. Unlike theconventional learning that makes a real problem as the application of concepts,Problem-Based Learning as a trigger to make real problems for the learners'learning process before they know the formal concept. Learners criticallyidentify relevant information and strategies as well as conduct investigationsto resolve the problem. By solving the problem learners acquire or constructspecific knowledge and simultaneously developing critical thinking skills andproblem-solving skills. Perhaps, the knowledge gained learners are stillinformal. However, through a process of discussion, so that knowledge can beconsolidated into a formal knowledge-knowledge that is interwoven with theexisting knowledge of learners.
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Various studies on theapplication of problem-based learning showed positive results. For example,research Gijselaers (1996) showed that the application of PROBLEM-BASEDLEARNING make students able to identify known and necessary information andstrategies needed to solve the problem. Thus, the application of problem-basedlearning can enhance students' ability to solve problems.
2.The purpose ofProblem-Based Learning
The main objectiveProblem-Based Learning is not a huge amount of knowledge delivery to students,but rather on the development of critical thinking skills and problem solvingskills and also develop the ability of learners to actively construct their ownknowledge. PROBLEM-BASED LEARNING is also intended to develop independentlearning and social skills of learners. Independent learning and social skillsthat can be formed when learners collaborate to identify the information,strategies, and relevant learning resources to resolve the problem.
3. Principles ofProblem-Based Learning
The main principle ofproblem-based learning is the use of real problems as a means for students todevelop knowledge and simultaneously developing critical thinking skills andproblem solving abilities. The real problem is that there are problems in dailylife and beneficial if done directly.
Selection or determinationof the real problems of this can be done by teachers and students who adaptedcertain basic competencies. The problem is open (open-ended problems), theproblem that has many answers or solving strategies that encourage curiositylearners to identify strategies and the solutions. The problem also is not wellstructured (ill-structured) that can not be solved directly by applying aformula or a particular strategy, but need more information to understand andneed to combine several strategies or even their own creative strategies tosolve them.
Selection or determinationof the real problems of this can be done by teachers and students who adaptedcertain basic competencies. The problem is open (open-ended problems), theproblem that has many answers or solving strategies that encourage curiositylearners to identify strategies and the solutions. The problem also is not wellstructured (ill-structured) that can not be solved directly by applying aformula or a particular strategy, but need more information to understand andneed to combine several strategies or even their own creative strategies tosolve them.
Curriculum 2013 accordingPermendikbud number 81a in 2013 on the implementation of the curriculum, holdsthe view that the knowledge base can not be moved away from the teacher to thelearner. Learners are subjects that have the ability to actively seek, process,construct, and use knowledge. In the Problem-Based Learning is a learningcenter students (student-centered), while the teacher acts as a facilitator whofacilitates learners to actively solve problems and build knowledge in pairs orin groups (collaboration among learners)
4. Steps Problem-BasedLearning
Basically, Problem-BasedLearning activity begins with students to solve real problems specified oragreed. Problem-solving process implies the formation of learner skills inproblem solving and critical thinking as well as well as forming new knowledge.The process is done in stages or learning syntax presented in Table 1 below.
Syntax or Step-by-StepProblem-Based Learning
Activity Stage Teachers andLearners
stage 1
Orient the students to theteacher explains the purpose of learning problems and logistical means ornecessary. Teachers motivate students to engage in real problem-solvingactivities selected or determined
Stage 2
Organizing students to learnTeachers help students learn to define and organize tasks related to theproblem that has been oriented in the previous stage.
Stage 3
Guide the investigation ofindividual and group Teachers encourage learners to gather appropriateinformation and carry out experiments to gain clarity necessary to resolve theproblem.
Stage 4
Developing and presentingthe work of teachers help learners to share tasks and preparing a work plan orappropriate as a result of solving the problem in the form of reports, video,or model.
Stage 5
Analyze and evaluate theprocess of problem solving Teachers help learners to reflect or evaluation ofthe problem solving process is done
The stages PROBLEM-BASEDLEARNING that can potentially be implemented systematically develop students'ability in solving problems and also can master the knowledge in accordancewith certain basic competencies. The stages PROBLEM-BASED LEARNING can beintegrated with the activities of the scientific approach to match thecharacteristics of learning in the curriculum in 2013 as indicated onPermendikbud No. 81a In 2013, these activities were observed, inquire, gatherinformation / experiment, associate / process information, and communicate.
5. Examples of Problem-BasedLearning Activity
In accordance withPermendikbud No. 65 of 2013 on a standard process, the learning activityconsists of three stages, namely preliminary, core, and cover. Stages 1PROBLEM-BASED LEARNING can be categorized as part of the preliminary stages.While the stages 2, 3, 4, and 5 are the core stage. However, stage 5 can alsobe categorized as closing stages. In learning activities, some students mayrequire reinforcement / enrichment and some others require remedial.Strengthening activities / enrichment is done to strengthen and enrich theunderstanding of learners who have reached or exceeded the minimum competencyachievement. Enrichment can be in the form of project tasks performed outsideof school hours. On the other hand, the activities undertaken to facilitate andassist learners who have not achieved mastery of specified minimum competency.
Here is an example ofProblem-Based Learning activity up, especially in science subjects, whichconsisted of a preliminary stage, the core, and cover.
a. Introduction
At this stage, conductedPhase 1 syntax Problem-Based Learning, which is to orient students to theproblem. The problem can be presented in the form of drawings, diagrams, shortfilm, or a power point. For example, in science lessons, the problemsassociated with the activity pendiduk household waste illegally into thesurrounding environment. After students watch (observe) the grain problem, the teacherasking leading questions (inquire) to encourage students to predict orallegations filed (hypotheses) about the impact of the disposal of householdwaste, such as detergents, to living organisms. Furthermore, teachers informlearning objectives.
b. core
Core stages include stages2, 3, 4, and 5 in the syntax Problem-Based Learning.
1) Organize students tostudy (Phase 2)
a. Through a question andanswer (inquire), the teacher reminded the steps or the scientific method. Thescientific method can be presented in chart form.
b. The teacher organizesstudents to learn in the form of small group discussions. The teacher canexplain in more detail the alternatives strategies to solve the problem isdetermined, which is associated with waste disposal impact on the lives oforganisms.
c. Teachers guide studentsindividually or in groups in designing experiments to test the conjecture(hypothesis) is proposed. Each group presents hypotheses and design experimentsto get advice from other groups as well as from the teacher. Other groups andteachers can provide assessment and advice on the presentation. The group isconsidered the most well rewarded.
2) Guiding individual andgroup investigation (Phase 3)
a. The teacher givesguidance to students to conduct investigations or experiments. The guidanceincludes the collection of information relating to the issues raised in thismatter, for example, about the effect of detergent on the lives of organismsand other factors that influence it.
b. The group of studentsconducted experiments based on designs that they have made with the guidance ofa teacher (experimenting). Experimental device is put in place that is easilyobserved every day. Teachers guide the group who are having trouble.
3) Develop and present thework (Phase 4)
Learners in groups todevelop appropriate research reports that have been agreed upon format.Selected group presented the results of experiments (mengomunikasi). Each groupwas given 10 minutes. Another group of teachers responding to the presentationsand provide feedback.
4) Analyze and evaluate theproblem-solving process (Stage 5)
a) Teachers with students toanalyze and evaluate the problem-solving process that is presented each groupas well as to all learning activities undertaken.
b) The teacher providesreinforcement (associate) related to the acquisition of knowledge or aparticular concept, such as detergent effects on living organisms.
c. Closing
With the guidance of theteacher, the learner concludes the discussion. Teachers can conduct enrichmentactivities for students who have achieved mastery. Instead, teachers canprovide remedial for students who do not achieve mastery.
6. Technique in theAssessment PROBLEM-BASED LEARNING
Actually there is nospecific assessment techniques that cater in PROBLEM-BASED LEARNING. It isimportant that teachers are able to gather information that is valid andreliable assessment. Given the purpose PROBLEM-BASED LEARNING not for theacquisition of a large number of declarative knowledge, then the assessment isnot enough only through a written test. In accordance purpose PROBLEM-BASEDLEARNING, specifically in the assessment PROBLEM-BASED LEARNING can be aimed tomeasure problem-solving ability or critical thinking skills.
Assessment of performance isdeemed suitable in PROBLEM-BASED LEARNING. Performance assessment enableslearners to show what they can do when faced with a real problem situations, soit can be used to measure the potential of students problem solving in additionto the ability of group work. The performance assessment is done in the form ofchecklists and rating scale.
PROBLEM-BASED LEARNINGfacilitate learners to develop social skills or skills through a collaborativediscussion activities. Such skills can include the skills of cooperation,interpersonal skills, and an active role in the success of the group. Skillscan be assessed through observation.
Reading Material
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Delisle, R. (1997). How to Use Problem_Based Learning Inthe Classroom. Alexandria, Virginia USA: ASCD.
Gijselaers,W.H. 1996. “Connecting problem-basedpractices with educational theory.” Dalam Bringing problem-based learning tohigher education: Theory and Practice (hal 13-21). San Francisco: Jossey-Bass.
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