ANALISIS IMPLEMENTASI PROBLEM BASED LEARNING: STUDI KASUS TUNGGAL DI FAKULTAS KEDOKTERAN UNIVERSITAS INDONESIA

Mardiastuti, Prof. Dr. dra. Amitya Kumara, MS.,

2013 | Disertasi | S3 Kedokteran Umum

Latar Belakang: Paradigma pendidikan kedokteran baru beralih pada pembelajaran konstruktif, kolaboratif, kontekstual dan mandiri. Konsep tersebut tercakup dalam problem-based learning (PBL). Sampai saat ini masih terdapat beragam pemahaman mengenai PBL yang menimbulkan hambatan dalam implementasinya; sehingga. efektivitas pembelajaran ini masih dipertanyakan. Objektif: Memahami implementasi PBL di institusi pendidikan dokter secara komprehensif. Partisipan Metoda: Penelitian merupakan studi mix method (case study, embedded design). adalah staf dan mahasiswa FKUI. Partisipan penelitian kualitatif dipilih secara purposive sampling. Sedangkan untuk penelitian kuantitatif, partisipan adalah mahasiswa semester 2,4,dan 6, serta fasilitator terkait. Hasil: Telah dikembangkan empat teori implementasi PBL pada setiap tingkat dan antar tingkat pengelolaan pendidikan. Di tingkat institusi, kebijakan penerapan kurikulum berbasis kompetensi dengan pembelajaran berpusat pada mahasiswa diturunkan dari Kementrian Pendidikan Nasional. Persiapan dilakukan dengan matang; kepemimpinan dan komitmen pemimpin berperan penting dalam memotivasi staf menjalankan perubahan kurikulum. Masih dijumpai kendala saat persiapan, penerapan dan evaluasi. Di tingkat program studi, perubahan struktur organisasi dan tata kelola dipersiapkan dengan baik; koordinasi, komunikasi dan komitmen antar anggota pengelola dan staf masih perlu ditingkatkan. Di tingkat individu, pemahaman PBL oleh staf dan mahasiswa masih beragam. Proses diskusi mencakup pembelajaran konstruktif, kolaboratif, kontekstual dan mandiri; mahasiswa mampu menggali prior knowledge dan ilmu dasar secara mendalam. Mahasiswa semester 4 dan 6 lebih fokus kepada problem solving daripada problem-based learning. Faktor yang mempengaruhi proses diskusi yaitu: fasilitator, mahasiswa, pemicu, sumber daya dan kegiatan pembelajaran lainnya. Berdasarkan hasil penelitian, t elah Kesimpulan: dikembangkan teori implementasi PBL di berbagai tingkat pengelolaan pendidikan sebagai pertimbangan untuk institusi yang akan menerapkan atau mengevaluasi implementasi PBL

Background: The new paradigm in medical education has moved toward into a constructive, collaborative, contextual and self directed learning. These concepts have been covered by problem-based learning (PBL). Until now, there are still many differences in understanding this learning strategy. Therefore, it may cause problems in the implementation, so that the effectiveness of PBL is still in question. Objective: The aim of this study is to understand the implementation of PBL at medical education institution comprehensively Participants Method: The study is a mix method (case study, embedded design) research. were staff members and students of FMUI. Participants of the qualitative study were sampled using purposive sampling method. For quantitative studies, participantss were the 2 nd ,4 th and 6 th semester students and their facilitators involved. Results: From each level and inter level of educational organization, four theories of PBL implementation were developed. At the institution level, the policy of competency-based curriculum along with student-centered learning was instructed by the Ministry of National Education. Leadership and leaders commitment played an important role in motivating the staff in conducting the curriculum change. However, there were some difficulties in preparing, implementing and evaluating the curriculum. At the faculty level, the management of change has been well prepared, although coordination, communication and commitment among the module’ team members and staff should be improved. At the individual level, different opinions were detected among staff members and students concerning PBL, eventhough the group discussions covered constructive, contextual, collaborative and self directed learning. Students were able to activate their prior knowledge and learned basic sciences thoroughly in depth. The 4 th and 6 th semester students were more focused to problem solving than problem-based learning. Factors influencing the discussion process were facilitators, students, problems, resources and other learning activities. Based on the results, Conclusions: theories of PBL implementation at different levels of organization were developed to be considered when an institution would implement or evaluate PBL.

Kata Kunci : problem-based learning, kepemimpinan, komitmen, problem solving.