Personal information

• Detty Iryani, dr, M.Kes,

M.Pd.Ked
• Lecturer at Faculty of
Medicine Andalas University,
– Physiology Departement ,
– Medical Education Departement,
– Medical Education Unit
Jl.Perintis Kemerdekaan
Padang West Sumatera
Indonesia
• Email address :
detyani@yahoo.com
• MP :081374024583
 Outline
• SCL
– Definisi SCL
– Perbedaan TCL dan SCL
– Mengapa terjadi perubahan dari TCL menjadi SCL
• PBL
– Definisi
– Tujuan, hasil
– Metode
• CPD
 Student-centered learning
 SCL merupakan strategi pembelajaran yang
menempatkan mahasiswa sebagai peserta didik
yang:
- aktif dan mandiri
- bersikap sebagai “adult learner”
- bertanggung jawab atas pembelajarannya
- mampu belajar “beyond the classroom”
- kelak menjadi “life-long learner”
 Di dalam SCL: pengajar beralih fungsi sebagai mitra
pembelajaran dan fasilitator
 Definisi SCL
A process in which learners:
• Take initiatives, with support and collaboration of others
• Critically analysing & reflecting on their situation
• Diagnosing their learning needs to achieve their competencies
• Formulating personally relevant learning goal
• Identify the learning resources
• Choosing and implementing appropriate learning strategies
• Reflecting and evaluating their learning
 Perbedaan Pembelajaran Teacher Centered Learning (TCL)
dengan Student Centered Learning (SCL)

TEACHER CENTERED LEARNING STUDENT CENTERED LEARNING

Berpusat pada guru/dosen. Berpusat pada mahasiswa.

Dosen yang aktif memberikan pengetahuan Mahasiswa yang aktif mendapatkan
Pengetahuan, keterampilan
Sesuai untuk mengembangkan ilmu dalam Sesuai untuk pengembangan ilmu dengan
satu disiplin saja pendekatan secara interdisipliner

Iklim pembelajaran lebih individualis dan Iklim pembelajaran lebih kolaboratif, supportif
kompetitif dan kooperatif

Hanya mahasiswa yang dianggap melakukan
proses pembelajaran
Dosen bertindak sebagai instruktur dan
pembuat keputusan dalam pembelajaran
Mahasiswa dan dosen belajar bersama dalam
mengembangkan pengetahuan, konsep dan
keterampilan
Dosen bertindak sebagai fasilitator dalam
pembelajaran, mahasiswa yang membuat
keputusan
 Perbedaan Pembelajaran Teacher Centered Learning (TCL)
dengan Student Centered Learning (SCL)

TEACHER CENTERED LEARNING STUDENT CENTERED LEARNING

Penekanan pada tuntasnya materi Penekanan pada pencapaian

Penekanan pada bagaimana cara dosen
mengajarkan
Menekankan pada jawaban yang benar saja
Perkuliahan adalah kegiatan belajar yang
utama
Kompetensi anak didik
Penekanan pada bagaimana cara
Mahasiswa belajar dengan
Menggunakan berbagai sumber untuk
mencapai kompetensi
Penekanan pada proses
Pengembangan pengetahuan
Perkuliahan hanya salah satu kegiatan belajar,
mahasiswa dapat belajar dari berbagai
sumber lain
Reasons for Changes

General Reasons

Educational Background

Cognitive Psychology
 Reasons for Changes
General Reasons

Science & Globalization

technology
Curriculum:
learning objectives
(competencies),
L&T approach, assessment &
Information & learning environment High competitiveness
Communication should be evaluated
& revised

High quality graduates: scientist-

Changes in community professional, lifelong learner,
perception & knowledge sensitive, creative, independent,
to health issues innovative, critical thinking,
ethics
 Reasons for Changes
Educational Background

• Constructivism theory
• Adult Learning
• Shifting paradigm from teaching to learning
• Research on learning formats
 Reasons for Changes
Educational Background

• Constructivism theory
 Reasons for Changes
Educational Background

Constructivism of learning:

• Knowledge is constructed from experience

• Learning is a personal interpretation of the world
• Learning is an active process in which meaning is developed on the basis
of experience
• Conceptual growths comes from the negotiation of meaning, the sharing
of multiple perspectives and the changing of our internal representations
through collaborative learning
• Learning should be situated in realistic settings; testing should be
integrated with the task and not a separate activity
 Reasons for Changes
Educational Background

• Adult Learning
 Definition
Adult

? Age
>16th

Tidak terikat orang lain

? Psikologis
Mandiri
Bertanggungjawab
Dapat mengambil keputusan
sendiri

? Biologis Tanda kelamin sekunder

 Adult learning
Characteristics (Malcolm Knowles)

1. Adults are autonomous and

self-directed

2. Adults have 3. Adults are

accumulated practical
a foundation of
life experiences
and knowledge

4. Adults are relevancy-oriented

 Andragogy
Characteristics (Malcolm Knowles)

5. Adults are goal-oriented

6. Adults need to be shown respect

 Adult learning theory

Tasks should be relevant for the

learner, motivation
Learner is involved in setting
educational goals
Practice of all the skills

Laidley & Braddock, 2000

 Adult learning theory

Learning is within capacity of the

learner
Regular feedback is provided
The learner can reflect on
experiences
 Reasons for Changes
Educational Background

• Shifting paradigm from teaching to learning

 Reasons for Changes
Educational Background

• Research on learning formats

The Learning Pyramid
Average
Retention Rate
Lecture 5%
Reading 10%
Audiovisual 20%
Demonstration 30%
Discussion group 50%
Practice by doing 75%
Teach others 80%

National Training Laboratories, Bethel, Maine, USA

 Reasons for Changes
Cognitive Psychology

• Expertise research
• Problem solving
 Cognitive Psychology

Novice Expert
 STANDAR PENDIDIKAN PROFESI DOKTER

• KKI, tahun 2006, 2012

• Bab II, 2.3. Struktur, komposisi dan durasi
kurikulum
• Kurikulum dilaksanakan dengan pendekatan/
strategi SPICES (Student-centred, Problem-
based, Integrated, Communitybased,
Elective/ Early clinical Exposure, Systematic
tudent-centered eacher-centered

nformation
roblem-based gathering

iscipline-based
ntegrated

ommunity-based ospital-based

lective ore

ystematic pprenticenship
 Problem-Based Learning (PBL)

Suatu strategi pembelajaran:

menggunakan masalah sebagai stimulus untuk
menemukan atau mendapatkan informasi
yang diperlukan untuk memahami dan mencari
solusinya
 Characteristics of PBL

• small group discussions on

• interdisciplinary problems with
• enough time for self study and
• parallel training in skills
 PBL vs Problem solving

= Different but interrelated=

Problem-solving: arriving at decisions based on

prior knowledge and reasoning

Problem-based learning: the process of

acquiring new knowledge based on
recognition of a need to learn
 Sejarah PBL
Bukanlah merupakan hal yang baru
1. 1889, T.C. Chamberlin: ‘The methode of multiple working hypotheses’
~ ‘problem-solving’

2. 1916, Dewey: Perkenalkan mahasiswa dengan situasi kehidupan

nyata (real-life) dan fasilitasi agar mendapatkan
informasi untuk memecahkan masalah

3. 1930, Miller dan 1940, Katona: Ketidak efektifan metode pemberian

solusi (ready-made solution) pada
mahasiswa
 Sejarah PBL

Di dunia kedokteran:
1. 1961, Case Western University, Cleveland, Ohio: hybrid PBL

2. 1966, Mc Master University Medical School, Canada: ‘double track’

Mahasiswa PBL lebih baik: - motivasi
- solving problems
- self-study

3. 1973, University of Newcastle, Australia

1975, University of Limburg, Maastricht

 PBL berkembang ke seluruh dunia (pendidikan kedokteran)

 Rationale for PBL

 Three condition that facilitated learning

Activation of prior knowledge
Encoding specificity
Elaboration ofknowledge
 Tujuan PBL
To develop:
 Knowledge – basic and clinical content in
context
 Skills – scientific reasoning, critical appraisal,
information literacy, the skills of self-directed,
life-long learning
 Attitudes – value of framework, interpersonal
skills, the importance of psychosocial issues
 Tujuan PBL
• Structuring knowledge for better recall and
application in clinical context
• Developing an effective clinical reasoning
process/problem solving skills
• Development of self-directed learning
• Principle of the learning through practice and
abilities beyond knowledge
• The integration of disciplines
 PBL Outcomes

• Problem-solving
• Self-directed learning  Life-long learning
• Resource identification and evaluation
• Critical reasoning
• Creative thinking
• Transfer of learning to real-life situation
• Incorporation of social and ethical aspects of medicine
• Cooperative and collaborative learning
• Group leadership and communication skills
• Identification of own strengths
 The PBL Setting
‘Dialogue’ Not ‘Monologue’

By the way, where is the teacher??

Tutorial as intervention media for
learning facilitation

Skills
lab

Lecture Tutorial SDL

Prakctice
Session
 Peran 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
 SEVEN JUMPS
• STEP 1. Clarify Unfamiliar Terms
• STEP 2. Define the PROBLEM (s)
• STEP 3. Brainstorm Possible Hypothesis or
Explanation
• STEP 4. Arrange Explanation into a Tentative Solution
• STEP 5. Define Learning Objective
• STEP 6. Information Gathering and Private Study
• STEP 7. Share the Results of Information Gathering
and Private Study
 TUTOR

Tutorial
group
process
PROBLEM STUDENT
 Definisi CPD
• Pendidikan Profesional Berkelanjutan (PPL)
adalah kegiatan belajar terus menerus
(continuous learning) yang harus ditempuh
oleh seorang tenaga profesional agar
senantiasa dapat memelihara, meningkatkan
dan mengembangkan kompetensi
profesionalnya.
 Definisi CPD
• It is defined as a “systematic, ongoing cyclical
process of self-directed learning”
• It is “practitioner-centered”
• It is “self-directed”
• It is “practice-oriented”
• It is “outcomes oriented”
 Why CPD ?
• Half-life of what we learn is very short
• If we do not update, we will practice obsolete
medicine
• There is a high chance that patients will not
get optimal care.
 Source
• Textbook
• Medical literature
• Course
• Exchange experience with colleagues
• etc
 Benefits of CPD
• Build confidence and credibility
• Earn more
• Achieve your career goals
• Cope positively with change
• Be more productive and efficient