Indikator-indikator Penilaian Pelaksanaan Problem-Based Learning Berdasarkan Pembelajaran Konstruktif, Mandiri, Kolaboratif dan Konstektual di Fakultas Kedokteran Universitas Gadjah Mada  

Oleh:

Romauli, Tiona ; Rahayu, Gandes Retno ; Suhoyo, Yoyo

Jenis: Article from Journal - ilmiah nasional
Dalam koleksi: Jurnal Pendidikan Kedokteran dan Profesi Kesehatan Indonesia vol. 04 no. 01 (Apr. 2009), page 46-57.
Topik: Problem-based learning; constructive; self-directed; collaborative; contextual

Ketersediaan

Perpustakaan FK Nomor Panggil: J38.K.02 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Background: In recent decades, the educational system for medical students has changed from using traditional approach into problem-based learning. Being a learning strategy, PBL is built upon four basic theories: constructive, self¬-directed, collaborative, and contextual. Yet, there has been no research to bridge the theory and the implementation of PBL particularly in the Faculty of Medicine UGM. Thus, there should be a research to develop the indicators of PBL implementation based on the four fundamental theories. Objective: To explore the indicators of PBL based on the four fundamental theories: constructive, self-directed, collaborative and contextual. Methods: This research utilized qualitative approaches, comprising several steps: (1) free listing, (2) qualitative analysis, (3) writing the indicators and (4) content validation. Result and Conclusion: A total of 72 indicators consisting of 16 constructive learning indicators, 28 self-directed learning indicators, 16 collaborative learning indicators, and 12 contextual learning indicators.

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