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

• Main Authors: , Mardiastuti, , Prof. Dr. dra. Amitya Kumara, MS.
• Format: Theses and Dissertations NonPeerReviewed
• Published: [Yogyakarta] : Universitas Gadjah Mada 2013
• Subjects: ETD
• Online Access: https://repository.ugm.ac.id/119907/; http://etd.ugm.ac.id/index.php?mod=penelitian_detail&sub=PenelitianDetail&act=view&typ=html&buku_id=59913
• Institution: Universitas Gadjah Mada

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.