KP 1.3 Tutorial Dalam PBL
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Transcript of KP 1.3 Tutorial Dalam PBL
Rahmatina B. Herman
Bagian Pendidikan Kedokteran (BPK)
Fakultas Kedokteran Universitas Andalas
Komunikasi antarpersonal, interaksi kompleks yang harus difasilitasi seorang tutor dengan manajemen yang baik
(Sefton, 2001)
tutor
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tutortutor
studentsstudentsproblemproblem
Tutorial group
process
Three elements of the tutorial process in PBL
Tutorial
Tutorial dalam konteks PBL adalah suatu active learning process dalam diskusi kelompok kecil
distimulasi oleh suatu problem (skenario)
mengaktifkan prior knowledge mahasiswa
difasilitasi oleh seorang tutor
dipimpin oleh seorang mahasiswa yang terpilih
dibantu oleh seorang sekretaris yang terpilih
Untuk mencapai tujuan belajar melalui aktivitas terstruktur yang disebut seven-jump
Kunci Tutorial dalam PBL
………..menggunakan problem untuk mendorong aktivitas pembelajaran berdasarkan a need-to-know basis
(Woods, 1994)
……………………………Tutorial
……………………………Tutorial
Problem yang ada merangsang mahasiswa untuk penalaran, berpikir kritis dan memperhatikan bukti
Semua mahasiswa mencari dan saling memberi informasi yang relevan
Setiap mahasiswa memiliki dan menyumbang pengalaman individual kontribusi yang berbeda di antara anggota kelompok saling melengkapi di antara mahasiswa
(Sefton, 2001)
Seven Jump
1. Clarifying unfamiliar terms
2. Defining problems
3. Brainstorming possible hypotheses or explanations
4. Arranging explanations into a tentative solution
5. Defining learning objectives
6. Gathering information and private study
7. Sharing the results of information gathering and private study
Process
-Students identify any words whose meaning is unclear - other group members may be able to provide definitions.
-Students should be made to feel safe, enabling them to be honest about anything they do not understand.
Clarifying unfamiliar terms
……….Clarifying unfamiliar terms
Reason
Unfamiliar terms act as an obstacle to understanding. Clarification of even half - understood terms may start the process of learning.
Written output
Words or names on which the group cannot agree a meaning should be listed as learning objectives.
Process
-This is an open session when students are encouraged to contribute their view of the problem under discussion.
-The tutor may need to encourage them all to contribute to a fast-moving and wide-ranging analysis.
Defining problems
………………..Defining problems
Reason
It is quite possible for every member of tutorial group to have a different - perspective, on a problem. Comparing and pooling these views broadens the intellectual horizons of those involved and defines the task ahead.
Written output
List of issues to be explained
Process
-A continuation of the open session
-but students now try to formulate, test and compare the relative merits of their hypotheses or explanations of the problem or case.
Brainstorming possible hypotheses or explanations
Brainstorming ……possible hypotheses or explanations
ReasonThis is a crucial step, that prompts the use of previous learning and memory and allows students to test or draw on another’s understanding; Links can be formed between the items if incomplete knowledge that exist within the group. If well handled by the tutor and group, it pitches learning at the deeper level of 'understanding' rather than the superficial level of 'facts'.
Written outputList of hypotheses or explanations
Process
-Students will have thought of as many different explanations as possible of what is occurring.
-The problem is scrutinized in fine detail and compared against the proposed hypotheses, or explanations, to see how they will match and if further exploration is needed.
-This starts the process of defining learning objectives, although it is inadvisable for them to be recorded in writing too soon
Arranging explanations into a tentative solution
Arranging explanations into …………….a tentative solution
Reason
-This stage actively processes and restructures existing knowledge and identifies gaps in understanding.
-Making written records of learning objectives too soon hinders thinking and short-circuits the intellectual process, resulting in objectives that are too broad and superficial.
Arranging explanations into …………….a tentative solution
Written output
-This involves organizing explanations for problems, representing them schematically, trying to link new ideas with each other, with existing knowledge and with different contexts.
-This process provides a visual output of the relationships between different pieces of information and facilities storage of information in long-term memory.
Process
-The group agrees a core set of learning objectives that all students will study.
-The tutor encourages them to be focused, not too broad or superficial and achievable within the time available. Some students may have objectives that are not shared by the whole group because of their own personal learning needs or interests
Defining learning objectives
……….Defining learning objectives
Reason-The process of consensus uses the expertise of the entire tutorial group (and tutor) to synthesize the foregoing discussion into appropriate and attainable learning objectives.
-This not only defines the learning objectives but also pulls the group together and concludes the discussion.
Written outputLearning objectives
Process
This could include
-finding material in textbooks,
-carrying out a computerized literature search using the Internet looking at pathological specimens,
-talking to an expert, and
-anything else that will help provide the information the student is seeking.
Gathering information
Gathering information
Reason
Clearly an essential part of the learning process is gathering and acquisition of new information, which students do on their own
Written output Students' individual notes
Process-Students begin by returning to their list of learning objectives.
-They first identify their individual sources of information, pool their information from private study and help each other understand and identify areas of continuing difficulty for further study (or expert help).
-After this, they attempt to undertake and produce a complete analysis of the problem.
Sharing the results of information gathering and private study
Sharing the results of information …………gathering and private study
Reason
This synthesizes the work of the group, consolidates learning and identifies areas of uncertainty, possibly for further study.
Written output
Students' individual notes
Peran Tutorial
Tutorial adalah “jantung” PBL
Bentuk dan ukuran “jantung” merupakan gambaran tujuan belajar yang spesifik
Setiap denyut “jantung” memberi / menyediakan informasi baru / lebih maju
“Jantung” yang sehat akan menjamin pencapaian tujuan belajar
Tutorial yang Efektif
Kelompok yang efektif bercirikan: kohesif
motivasi tinggi
saling membantu antar-individu
mempunyai kebersamaan belajar yang tinggi
Kelompok memahami tugas-tugas yang harus diselesaikan dan sekaligus berusaha untuk menyelesaikan tugas dengan penuh semangat
(Sefton, 2001)
……………Tutorial yang Efektif
Seluruh anggota kelompok saling menghormati pendapat anggota kelompok, tetapi tetap bersikap kritis
Diskusi berlangsung secara kooperatif, bukan secara kompetitif
Anggota yang pendiam didorong untuk aktif berpartisipasi, anggota yang dominan diminta untuk mengurangi dominasinya
Setiap anggota kelompok dibantu untuk tidak mengalami stress personal
(Sefton, 2001)
Setiap mahasiswa dalam kelompok tutorial harus:
Belajar dan memahami isi modul
Berpikir secara kritis
Menggunakan bahasa ilmiah & kedokteran
Siap melakukan koreksi
Belajar secara sungguh-sungguh
Kejadian yang harus mendapat perhatian dalam tutorial
Kuliah mini, NO!!! :
- Konsep SCL
- Peran dosen sebagai fasilitator
PBL menjadi Problem Solving
Diskusi macet
Diskusi ngelantur
Tutorial menjadi problem solving
Pertanyaan-pertanyaan sebagai sarana untuk menyusun problem
Jawaban pertanyaan bersifat hipotesis
Merumuskan kebutuhan belajar
Masalah lebih luas dari pertanyaan
Masalah yang belum dapat diatasi selama diskusi, diatasi dengan belajar, berlatih, konsultasi, kuliah dan mengembangkan diri
Diskusi Macet
Tahap Kemacetan
Di setiap langkah seven jump bisa terjadi kemacetan diskusi
Faktor yang membuat macet
- Kemampuan komunikasi
- Faktor skenario
Diskusi Ngelantur
Kelompok tutorial: - gagal menemukan informasi yang benar - berjalan di jalur yang tidak benar- tidak mendapatkan informasi yang esensial- timbul subkelompok
Anggota kelompok: - tidak memahami acara diskusi / tutorial- tidak memahami tujuan yang akan dicapai- yang terlalu diam- yang terlalu dominan- ada ketegangan antar anggota
Hal lain yang dapat mengganggu diskusi
Kurangnya keterampilan komunikasi
Tutor otoriter
Tutor dominan
Mahasiswa pasif
Mahasiswa membaca buku selama tutorial
ExperienceExisting and as extended by practice
Preparatory to more Giving material for specific learning reflection Usually of skills and Guided by tutor, usually serving: knowledge and varying - to consolidate, interpret patternfrom individual to - to develop concepts & theoriesIndividual - to perceive attitudes and values
Experience as the driving force for reflection & learning
(British Further Education Council, 1981)
An effective group process
is essential prerequisite
for a student’s ability to learn
successfully
Enjoyable
Enjoyable
Self (directed) learning
Promotes Learning By CuriosityAllows Self-study & Reflection
Cultivate culture of Life-Long Learning
Encourage Teamwork