Tingkat Pelaksanaan Problem-Based Learning di Fakultas Kedokteran Universitas Gadjah Mada Berdasarkan Pembelajaran Konstruktif, Mandiri, Kolaboratif, dan Kontekstual

https://doi.org/10.22146/jpki.25142

Banu Aji Dibyasakti(1*), Gandes Retno Rahayu(2), Yoyo Suhoyo(3)

(1) Fakultas Kedokteran Universitas Gadjah Mada Yogyakarta
(2) Fakultas Kedokteran Universitas Gadjah Mada Yogyakarta
(3) Fakultas Kedokteran Universitas Gadjah Mada Yogyakarta
(*) Corresponding Author

Abstract


Background: Problem-based Learning (PBL) is a new strategy on a learning system. There are four basic theories regarding PBL such as constructive, self-directed, collaborative, and contextual learning. The success of the implementation of PBL in one institution can be measured by the implementation of its four basic theories. Faculty of Medicine UGM (FM UGM) has been implementing PBL as their curriculum since 2002, however there have not been any conducted research that measure the implementation of PBL in FM UGM towards its 4 (four) basic theories. The objectives of this study are to validate instrumen developed by Romauli et al8 that can measure the implementation level of PBL towards its 4 basic theories, to measure the implementation level of PBL in FM UGM towards its 4 basic theories, and to compare the implementation level of PBL based on students’ academic level and regular/international program.

Method: This research used quantitative non-experimental research with cross-sectional design. 321 students from 2nd (2008) and 3rd (2007) students’batch regular and international program filled the questionnaire developed by Romauli et al (2009) which had been reliable (Alpha Cronbach) and validated (Pearson Moment Product) twice previously. The data were analyzed using mean analysis to measure the implementation level of PBL towards its four basic theories. This research also compared the implementation level of PBL based on students’ academic level and regular/international by using Independent Sample t-test.

Results: Instrument developed by Romauli et al8 had high validity and reliability level (á=0,01 and r=0,931). The implementation level of PBL in FM UGM towards constructive, self-directed, collaborative, and contextual learning were in moderate level (1,72±0,28;min 0 & max 3). There were not any significant differences of the implementation level of PBL among 2007 & 2008 batch (p>0,05). There were any significant differences of the implementation level of PBL among regular & international students regarding constructive & contextual learning (p<0,05), however there were not any significant differences for self-directed & collaborative learning, (p>0,05).

Conclusion: Instrument developed by Romauli et al (2009) had high validity and reliability. The implementation level of PBL were in moderate level. There were not any significant differences of the implementation level of PBL among two different students’ batch. There were any significant differences of the implementation level of PBL among reg

Keywords


PBL, constructive, self-directed, collaborative, contextual learning, FM UGM

Full Text:

PDF


References

  1. Dolman D, Willem de Grave, Wolfhagen I, Van der Vleuten. Problem-based learning: future challenges for educational practice and research. Medical Education. 2005;39:732-41.
  2. Charlin B, Mann K, Hansen P. The many faces of problem-based learning: a framework for understanding and comparison. Medical Teacher. 1998;20:323-30.
  3. Davis MH, Harden RM. AMEE Medical Education Guide No. 15: problem-based learning: a practical guide. Medical Teacher. 1999;21130-40.
  4. Harsono. Pengantar problem-based learning Edisi Kedua. Yogyakarta: Medika Fakultas Kedokteran UGM; 2003.
  5. Kaufman A. The New Mexico experiment: educational innovation and institutional change. Acad Medicine.1989;64:185-204.
  6. Pouyioutas P, Solomou E, Ioannou C. Problem based learning in the educational system of Cyprus. [internet]. 2009 [cited 2009 July 17]. Available from http://www.unic.ac.cy/media/Research/Photos/ papereuclides.pdf
  7. Dillenbourg P, Baker M, Blaye A & O’Malley C. The evolution of research on collaborative learning. Learning in humans and machine: towards an interdisciplinary learning science. 1996; 189-211.
  8. Romauli T, Rahayu GR, Suhoyo Y, Dibyasakti BA, Mustikarachmi VS. Pengembangan indikator-indikator tingkat pelaksanaan PBL berdasarkan pembelajaran konstruktif, mandiri, kolaboratif, dan kontekstual. Jurnal Pendidikan Kedokteran dan Profesi Kesehatan Indonesia. 2009;4(1):46-57.
  9. Sugiyono. Metode penelitian kuantitatif, kualitatif, dan R & D. Bandung: Alfabeta; 2008.
  10. Morgan GA, Leech NL, Gloeckner GW, Barrett KC. SPSS for introductory statistics: use and interpretation. Second Edition. New Jersey: Lawrence Erlbaum Associates Publisher; 2004.
  11. Triola MM, Triola MF. Biostatistics for the biological and health science. Boston: Pearson Addison Weasley; 2006.
  12. Amin Z, Kho HE. Basics in medical education. Singapore: World Scientific; 2003. Panduan akademik fakultas kedokteran 2005/2006. Yogyakarta: FK UGM; 2005.
  13. Savery JR, Duffy TM. Problem based learning: an instructional model and its constructivist framework. Educational Technology. 1995;35:31-8.
  14. Caplow JAH, Donaldson JF, Kardash CA, Hosokawa M. Learning in a problem-based medical curriculum: students’ conceptions. Medical Education. 1997;31:440-7.
  15. Mustikarachmi VS, Rahayu GR, Suhoyo Y, Dibyasakti BA, Romauli T. Faktor-faktor yang mempengaruhi mahasiswa FK UGM untuk melakukan pembelajaran konstruktif, mandiri, kolaboratif, dan kontekstual dalam problem based learning. Jurnal Pendidikan Kedokteran dan Profesi Kesehatan Indonesia. 2009;4(1): 32-45.
  16. Nieminen J, Sauri P, Lonka K. On the relationship between group functioning and study success in problem-based learning. Medical Education. 2006;40:64-71.
  17. Dammers J, Spencer J, Thomas M. Using real patients in problem-based learning: students’ comments on the value of using real, as opposed to paper cases in a problem-based learning module in general practice. Medical Education. 2001;35:27-34.
  18. Panduan akademik fakultas kedokteran 2009/2010. Yogyakarta: FK UGM; 2009.
  19. Gursel Y, Musal B, Taskiran HC, Ozan S, Tuna A. Perception of first and third year medical students on self-study and reporting process of problem-based learning. Medical Education. 2004, 4:16.
  20. Mifflin BM, Campbell CB, Price DA. A conceptual framework to guide the development of self-directed, lifelong learning in PBL. Medical Education. 2000;34: 299-306.
  21. Kocaman G, Dicle A, Ugur A. A longitudinal analysis of the self-directed learning readiness level of nursing students enrolled in a problem-based curriculum. Journal of Nursing Education. 2009:48(5):286-90.
  22. Azer SA, Eizenberg N. Do we need dissection in an integrated problem-based learning medical course? Perception of first- and second- year students. Surg Radiol Anat. 2007; 29:173-80.
  23. Tavakol M, Denik R. Are Asian international medical students just rote learners? [internet] 2009 [cited on 2009 Dec 19]Available from: http://www. springerlink.com/index/v1x3316677m 03560.pdf.
  24. Talbot DM, Geelhoed RJ, Ninggal MT. A qualitative study of Asian international students’ attitudes toward African Americans. NASPA Journal. 1999;36(3):210-21.
  25. Shankar PR, Dubey AK, Binu VS, Subish P, Deshpande VY. Learning styles of preclinical students in a medical college in western Nepal. Kathmandu University Medical Journal. 2006;4(3):390-5.



DOI: https://doi.org/10.22146/jpki.25142

Article Metrics

Abstract views : 11166 | views : 8500

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Banu Aji Dibyasakti, Gandes Retno Rahayu, Yoyo Suhoyo

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats