9/5/2016

Problem Based Learning

Pertemuan Ke-6 Psikologi Pendidikan
Oleh: Mary Philia Elisabeth
Fakultas Psikologi – UC Surabaya
5 September 2016

I hear, and I forget; I see, and I remember;

I do, and I understand
Chinese Proverb
Lao Tau

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Challenged-Based Learning

• Problem-based learning
• Case-based learning
• Project-based learning
• Learning by design
• Inquiry learning

John Bransford, Nancy Vye and Helen Bateman. Creating High-Quality Learning
Environments: Guidelines from Research on How People Learn

What is a problem? What is problem-solving?

• Problem adalah suatu situasi dimana orang yang memiliki tujuan harus mencari cara untuk
mencapai tujuan tersebut (Chi & Glaser, 1985).
• Dari perspektif pengolahan informasi, suatu masalah memiliki TIGA komponen: an initial state, a set of
permissible operations, and a goal state.

• Ada dua jenis masalah: well defined & ill defined. With well defined problems setiap komponennya
jelas, dan Anda dapat mengenalinya ketika masalah terpecahkan. A problem is ill-defined if siapapun,
atau apapun, ketiga komponen tidak cukup jelas.
1. Keadaan awal yang tidak jelas Situasi masalah sangat kompleks dimana sulit bagi kita untuk memahaminya.
2. The operators are not well specified. Tindakan yang diambil pada tahap awal tidak begitu jelas, dan banyak
kemungkinan tindakan yang belum terpikirkan.
3. Tujuan tidak jelas. Seringkali tidak ada kesepakatan tentang solusi yang tepat, bahkan di antara para ahli.

• Problem-solving mengacu pada usaha mencapai tujuan dimana tidak ada solusi otomatis.
• Problem-based learning (PBL) deals with the ill-structured, real-world problems. Proses
pemecahan masalah tersebut sulit dan kompleks.

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Problem Solving vs Problem Based Learning

• Problem Solving: Sampai pada keputusan berdasarkan

pengetahuan sebelumnya dan penalaran

• Problem Based Learning: Proses memperoleh pengetahuan

baru berdasarkan pengakuan kebutuhan untuk belajar

What is Problem-Based Learning?

Metode pedagogi, dimana pembelajaran dimulai dari masalah yang ditimbulkan

Siswa mengambil peran dalam skenario masalah dan dipimpin melalui

proses dimana mereka :
a) menimbulkan pertanyaan , " masalah belajar , " mengidentifikasi apa
yang mereka perlu tahu untuk mengatasi masalah
b) membuat peringkat masalah belajar berdasarkan tingkat kepentingan
dan memutuskan siapa yang akan menyelidiki masalah yang mana
c) mengidentifikasi sumber-sumber yang diperlukan dan dimana dapat
menemukannya
d) mengumpulkan informasi yang dibutuhkan melalui investigasi
individual dan kelompok

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What is Problem-Based Learning?

Metode pedagogi, dimana pembelajaran dimulai dari masalah yang ditimbulkan

e) mengintegrasikan informasi
f) memperluas dan mengevaluasi kemungkinan-kemungkinan solusi
g) membuat keputusan yang diperlukan atau setuju terhadap tindakan
tertentu
h) mengkomunikasikan hasil yang sesuai untuk memecahkan masalah
i) melangkah keluar dari peran untuk berdiskusi pada pemecahan
masalah pengalaman

What is Problem Based Learning?

• In Problem Based Learning (PBL), small groups of students are presented
with contextual situations and asked to define the problem, decide what
skills and resources are necessary to investigate the problem and then
pose possible solutions. (Duch, Groh & Allen, 2001)

• PBL dimulai dengan masalah, bukan penjelasan suatu pengetahuan.

• Students acquire knowledge skills and understanding through a staged

sequence of problems presented in sequence.

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What is Problem-Based Learning?

The “flow” of problem-based learning:

Problem
Engagement

Inquiry and
Investigation

? problem
definition

Problem
Resolution

Problem Stepien & Gallagher

Debriefing

Problem-Based Learning
START

Apply it Problem posed

Normative Professional Curriculum:

Learn it
Identify what we 1. Teach the relevant basic science,
need to know

2. Teach the relevant applied science, and

Subject-Based Learning
3. Allow for a practicum to connect the science
to actual practice.
START

Given problem to
illustrate how to use Told what we
it need to know

Learn it

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What is Problem-Based Learning?

As distinguished from Project-Based Learning:

Product
Project-Based emphasis

Process
Problem- emphasis
Based

Problem-Based Learning (PBL) is

characterized by:
1. meaningful activity – PBL melibatkan siswa dalam masalah yang
dirancang untuk menjadi realistis, menarik, dan relevan dengan bidang
studi. Meaningful problems thus serve as the context and the
stimulus for knowledge-building and critical thinking.
2. situated learning – PBL menciptakan lingkungan yang memberikan
peluang bagi peserta didik untuk mengerjakan masalah seara
professional dan menggunakan perspektif, pengetahun, dan
keterampilan yang digunakan oleh seorang professional untuk
menyelesaikan masalah.
3. open-ended generative tasks – PBL engages students in an ill-
structured, open-ended problem for which there is no prescribed
approach or solution. Students become intentional learners as
they generate their own questions, plans, and goals.

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Problem-Based Learning (PBL) is

characterized by:
4. collaborative decision-making and problem-solving – PBL
mendorong peserta didik untuk bekerjasama saat
memecahkan permasalahan dan pengembangan produk.
Students collaborate with each other and with more
knowledgeable individuals who model expert behaviors and
lend assistance as students try out skills on their own.
5. changed role of the instructor -- Instructors act as
metacognitive coaches throughout the PBL process. They
model and coach, giving students guidance as needed, but
encouraging student independence in goal setting and
decision-making.

Why Use Problem-Based Learning?

• It represents the way learning
occurs in the world outside the
classroom.
Intertwined with the cognitive
• Some theorists, those who ascribe to situated components associated with projects are
cognition and activity theory in particular, claim that the motivational components inherent in
learning occurs only within the context of activity projects. These include the fact that
and is securely tied to the situation in which it projects teach students to be mastery-
occurs (e.g. Anderson, Reder, & Simon, 1996; oriented, not ability-oriented; they teach
students to be learning-oriented rather
Brown, Collins, & Duguid, 1989; Lave, 1988). than performance-oriented; and they
teach students to be task-involved rather
• It is engaging and, therefore, than ego-involved…When there is some
degree of choice for the students, project-
motivating. based methods motivate students more
than any other teaching method I know
• Writing about project-based learning, a term often about. (pp. 10-11)
used interchangeably with problem-based learning,
Berliner (1992) notes:

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Why Use Problem-Based Learning?

• It increases the likelihood of transfer, a
primary consideration in teacher education.
The literature on transfer suggests that transferable learning
experiences occur in an environment characterized by:
• Meaningful activity
• Expert guidance
• Knowledge-building collaboration

Why Use Problem-Based Learning?

It promotes desirable student outcomes:
1. Intentional learning
2. Relational understanding
3. Critical thinking
4. Creative thinking
5. Effective collaboration
6. Versatile communication

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Advantages of PBL

• Student centered
• Generic competencies
• Integration
• Motivation
• “Deep” learning
• Constructivist approach

Disdvantages of PBL

• Tutors who can’t “teach”

• Human resources
• Other resources
• Role models
• Information overload

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How Can Problem-Based Learning

Be Assessed?
by using multiple means to measure acquisition of knowledge,
skills, and dispositions
To Assess Product Method

Knowledge Concept maps Expert map-based scheme

Interrelationships among facts, Unit products Rubrics
concepts Written/oral responses SOLO taxonomy
(Relational understanding) Traditional tests Scoring guides
Skills Unit products and/or performances Rubrics
Critical thinking Written/oral responses SOLO taxonomy
Creative thinking Observation Rubrics
Effective collaboration Self-ratings Self-reports
Versatile communication Peer ratings Likert scales

Dispositions Problem logs Content analysis

Intentional learning Observation Rubrics

Characteristics of a Good Problem

1. Engaging
2. Real-world
3. Related to a central concept of the course
4. Multiple solutions should be possible
5. Requires group work

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Setting Up the Problem

1. Form groups of 4-6 students
2. Specify group roles
3. Brainstorm hypotheses
4. What information do we have? What information do we
need?
5. What activities need to happen to solve the problem?
6. Evaluate outcome—Does the solution work?
7. Present the problem and solution

Good PBL Facilitator

• A knowledge of the PBL process
• Commitment to student directed learning
• Ability to generate a non-threatening environment whilst still acting to
promote discussion and critical thinking
• An ability to facilitate and not teach.
• Willingness to make constructive evaluation of student and group
performance.

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Good PBL Student

• Prompt and present for all sessions

• A knowledge of the PBL process
• Commitment to self/student directed learning
• Active participation in discussion and critical thinking whilst contributing to
a friendly non-threatening environment
• Willingness to make constructive evaluation of self, group and tutor

Questions?

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