THE COMPREHENSION OF PROBLEM BASED LEARNING

MODEL AS THE PREPARATION ON PPL

Muktiarni, [email protected], Technology and Vocational Education School of Post graduated
Study of Universitas Pendidikan Indonesia

Abstract: The background of this research is about student's comprehension of the Problem Based
Learning (PBL) model as student‟s readiness Educational of Culinary Art field practice experience, in
order to understand the description of the model. The purpose of this reseach is to determine of student‟s
comprehension about the Problem Based Learning (PBL) model in general, the planning, implementation
and evaluation. This research method is descriptive and quantitative approach. The population and sample
in this research are 43 respondents by the total sampling. The results of this research showed that the
comprehension of the concept, purpose, characterisrics, procedures, principles, the advantages and
disadvantages of the Problem Based Learning (PBL) on the criteria of understanding and procedures
planning Problem Based Learning (PBL) model is to be understood while the evaluation PBL on the
criteria is quite understood. Recomendations in this research to students of educational culinary art must
improve their comprehension or knowledge of evaluation Problem Based Learning (PBL) lecturer in the
course of learning and teaching to more motivating the students so the have the readiness to implement
the PPL in Secondary Vocational School

Keywords: Comprehension, Problem Based Learning model (PBL), PPL.

INTRODUCTION
National education has function to develop the ability and forming the character and
civilization of a dignified nation in order to educate the life of the nation, it aim to develop
learners potential to become human beings who believe and piety to God Almighty, noble,
healthy, knowledgeable, capable, creative, independent , and also become a democratic and
responsible citizen.
Student as a prospective teacher should have the knowledge, attitude and skill in teaching
as well until they have four teaching competencies, namely pedagogic, professional, social and
personal competence [1]
Along with the rapid development of the era, the role of education becomes very
important in preparing the students to have the skills of the 21st century. The learning skills that
students need in the future, according to the 21st Century Learning framework, are learning that
focuses on the development of learning and innovation skills; which includes creativity and
innovation, critical thinking and problem solving as well as communication and
collaboration[2]. These skills should be the goal of the set of educational systems that are
oriented towards achievement of exam results and other pragmatic and individual objectives. It
should be, the process of learning in schooling oriented to the relevance of a flexible life with
development era.
One of the solution to overcome these challenges by changing the role of teachers from
provider and conveyor information turns into facilitators to share information and knowledge as
well as training in problem-solving skills in learners [3]. Learning with constructivism approach
becomes an alternative in training 21st century skills for students. Model of learning problem
based learning (PBL) becomes one of the models that can be used in constructivism approach
[4].
Teaching skills are very necessary in teaching and learning activities so it can contribute
in realizing the effectiveness of teaching and learning activities, especially in the selection of
what learning models will be used during the learning process [5].
Based on the result of observation and interview researcher with some Education of
Culinary Art Students class of 2013, the understanding of the learning model, especially the
model of PBL (Promblem Based Learning) is still in less criteria because many of those who
still do not understand the learning model so that in applying is not accordance with the wishes.
The problems found by the researchers after conducting interview and observation about the

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understanding of Education of Culinary Art Students who have implemented PPL in Vocational
High School related to PBL (Problem Based Learning) model is still less understand especially
at the stages of the PBL (Problem Based Learning) model.
The problem can be concluded that this research is based on the prblems related to the
readiness of PPL and the understanding of PBL (Problem Based Learning) model, which is
good and relevant learning model according to some experts is a learning model that capable of
delivering students to achieve learning objectives. Education of Culinary Art Students of class
of 2013 who teach vocational practice one of them using PBL (Problem Based Learning) model
which is included in the curriculum of SMK 2013 expected to form scientific, social behavior in
developing curiosity and preparing learners to have 21st century skills [6].

LITERATURE REVIEW
Learning model is a pattern used as a guide in planning learning used in the classroom or
in the tutorial. The learning model refers to the learning approaches will be used, including the
teaching objectives, the stages in the learning activities, the learning environment, and the
management of the class [7]."Models of teaching are really models of learning. As we help
students acquire information, ideas, skills, values, ways of thingking and mean of expressing
themselves, we are also teaching them how to learn ". This means that the teaching model is a
reference for teacher to help learners to gain information, skills, ways of thinking, and
expressing their own ideas [8].
Problem-Based Learning (PBL) is a teaching method characterized by real problems as a
context for learners to learn critical thinking and problem-solving skills, and acquire knowledge.
Problem-Based Learning (PBM) is a curriculum development and teaching system that develops
simultaneously problem-solving strategies and the basics of knowledge and skills by placing
learners in an active role as an unstructured daily problem solver [9]. The two definitions above
mean that PBL or PBM is any learning environment directed by a daily problem.
According to stated that "Problem Based Learning is a way of constructing and teaching
the course as a stimulus and focus on student activity" [10]. Problem Based Learning is a
method of learning based on the principle that problem can be used as a starting point to gain or
integrate knowledge [11].
The four essential applications of problem based learning according to the sequence are
as follows: 1) Student orientation on the problem. At the start of learning, the teacher
conveys the learning objectives clearly, cultivate a positive attitude towards the lesson. The
teacher conveyed that there should be elaboration about the main purpose, problems,
investigation and analysis. 2) Organizing students to learn. Problem based learning requires
collaborative skills among students according to them to investigate problems together.
Therefore they also need help to plan their inquiry and learning tasks. 3) Assisting student
investigation. At this stage, the teacher encourage students to collect data or carry out
experiments until they really understand the dimensions of the problem. The goal is that
students gather enough information to build their own ideas. Students will need to be taught
how to become active investigators and how to use appropriate method for the problem being
studied. 4) Develop and present the work. At this stage the teacher helps the students in
planning and preparing the work to be presented. Each group presents the results of problem
solving obtained in a discussion. The presentation of this work can be report, poster or other
media. 5) Analyze and evaluate the problem-solving process. This final stage includes
activities intended to help student analyze and evaluate their own thought process and in
addition to evaluate the inquiry skills and intellectual skills they have used. Once students
gather enough data they will begin offering explanations in the form of hypotheses, explanation
and solution. During this stage, the teacher encourages all ideas and fully accepts the idea.
Organizing student into cooperative learning groups also applies to organizing students into
problem-based learning groups. The point here is that the teacher help the student define and
organize learning tasks related to problems to be solved [12].
Some ways to present a problem that can attract students so that the learning process is
not monotonous and boring. Some of these ways include: 1) Begin by providing an issue that is

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in accordance with the basic knowledge of students so that will cultivate the student's
enthusiasm. 2) Present a problem that can explore the curiosity of students, for example a
problem related to everyday life. 3) The problem presented is still a puzzle to be solved. 4)
Make sure that the delivery of the issue attracts students' interest. 5) The issues raised should be
related to real life [13].
PBL is a learning method that has many advantages and disadvantages. the advantages of
PBL are as follows: (a) problem solving in PBL is good enough to understand the content of the
lesson; (b) problem solving takes place during the learning process challenges students' abilities
and provides satisfaction to students; (c) PBLs can enhance learning activities; (d) assist the
transfer of students to understand problems in everyday life; (e) help students to develop their
knowledge and help students to take responsibility for their own learning; (f) help students to
understand the nature of learning as a way of thinking not just to understand the learning by
teachers based on textbooks; (g) PBL creates a learning environment that is enjoyable and liked
by students; (h) allowing applications in the real world; and (i) stimulate students to learn
continuously [14].
The weaknesses of PBL are as follows: (a) if students experience failure or lack
confidence with low interest, the will reluctant to try again; (b) The PBL takes sufficient time to
prepare; and (c) a lack of understanding of why problems are solved hence students are less
motivated to learn [15].
Problem Based Learning (PBL) learning model in practice is still experiencing pros and
cons, but even so Problem Based Learning (PBL) can encourage students to be more active
during learning process. Students are not always a listener during the learning process, but
students can be active in solving problems given by the teacher. Problem Based Learning (PBL)
learning method makes learning process more fun and more dynamic [16].

METHOD
The research method used by the writer is descriptive research method, with the aim to
get an overview of a situation that exists in the present and ongoing and centered on the actual
problem.
Research subjects are students of Education of Culinary Art 2014. The sample used in
this study is a saturated sample of 43 respondents.
The place of research is conducted in Education of Culinary Art, Department of Family
Welfare (PKK), Faculty of Technology and Vocational Skills Education (FPTK), Indonesia
University of Education (UPI), Jln. Dr. Setiabudi No. 207 Bandung 40154.
Data collection techniques using tests, and data processing techniques using percentage
formula. Data processing research is done by tabulation, then presented by percentage formula.
Later, the data would be interpreted and categorized.

RESULT AND FINDINGS

The results showed Understanding Model Problem Based Learning as Readiness Field
Experience Practice (PPL) the Student of Education of Culinary Art Study Program. The results
are listed in Figure 1 below:
Figure 1 shows the average Percentage of Understanding Problem Based Learning Model
can be concluded that the general understanding of Problem Based Learning model (26%) is in
the understanding criteria, Planning phase (25%) (23%) are in less understanding criteria. the
implementation stage (26%) is in the understanding criteria and the evaluation stage is on less
criteria.

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 The Average Understanding PBL Model

23%; 23% 26%; 26%

General Understanding
Planning Stage
Imlementation Stage
Evaluation Stage
26%; 26%
25%; 25%

Chart 1 The average presentation of model understanding

Scoring understanding of respondents about Problem Based Learning model. The results
are listed in Figure 2 below:
Scoring understanding of respondents about Problem Based
Learning model

2%; 2%
23%; 23% Understand

Quite Understand

Less Understand
75%; 75%

Chart 2 Scoring understanding of respondents about Problem Based Learning model.

Figure 2 shows the scoring of respondents' understanding of the Problem Based Learning
model (75%) of respondents are in the criteria of understanding, (23%) of respondents are in
quite understanding criteria and (2%) of respondents are in the less understanding criteria.
Based on Figure 2 it can be concluded that the respondents understand about the Problem
Based Learning model of the principle and the shortcomings and advantages of the Problem
Based Learning model is in the criteria to understand, the results showed that the understanding
of the planning phase of Problem Based Learning model in the category of understanding, about
the implementation stage of the Problem Based Learning model is in the understanding
category, and the results of the research indicate that the understanding of planning evaluation
and implementation of Problem Based Learning model is in the category quite understand.

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 The assumption is the level of understanding of good students will affect the readiness in
implementing the Field Experience Practice (PPL) Aspects of knowledge into one of the
conditions that affect readiness. It is expected that good knowledge can provide a good
readiness in implementing the Field Experience Practice (PPL) [17].
Problem Based Learning (PBL) as a solution for teachers in meeting the demands of 21
Century Learning. Problem Based Learning (PBL) as a framework for the model in changing
learning that conventionally initially focused into student center, students are more active
during the learning process while the teacher is only a facilitator [18]. Problem based learning
(PBL) generally centers on students' learning approaches where students are encouraged to
participate in the learning process [19].

CONCLUSIONS
Four important results that can be raised from the discussion of Problem Based Learning
model as the readiness of Field Experience Practice (PPL) of Education of Culinary ArtStudents
is the result of research indicates that the general understanding of the model of Problem Based
Learning is on the criteria of understanding, the results show that the understanding of the
planning stage Problem Based Learning model is in understanding category, the result of
research shows that the understanding of the implementation phase of Problem Based Learning
model is in understanding category, and the result of the research shows that the understanding
of planning evaluation and implementation of Problem Based Learning model is in the category
of quite understand.
As for some suggestions that need to be considered related to this research is the
suggestions addressed to the Students of Education of Culinary Art Studies Program, is
expected to further improve the understanding of the evaluation stage by the way of learning
again about the model of Problem Based Learning, suggestions addressed to lecturers who teach
courses and learning, is expected to motivate students of Education of Culinary Artto have
readiness in front of PPL in SMK and suggestions directed to the next researchers, is expected
to discuss the effective learning model used for SMK especially in vocational practice.

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