Persepsi mahasiswa terhadap skenario pembelajaran problem based learning
DOI:
https://doi.org/10.12928/jrkpf.v5i2.10431Abstract
Model pembelajaran problem based learning merupakan salah satu model pembelajaran yang digunakan dalam pembelajaran abad 21. Keterlaksanaan proses pembelajaran dapat dilihat dari kesiapan guru dan peserta didik. Kesiapan peserta didik dapat dilihat dari persepsinya terhadap model pembelajaran tersebut. Artikel ini mengkaji tentang persepsi mahasiswa terhadap skenario pembelajaran menggunakan model pembelajaran problem based learning. Penelitian ini menggunakan metode deskriptif kuantitatif. Persepsi mahasiswa dilihat dari tiga aspek yaitu kesiapan, minat, dan profil pembelajaran. Persepsi mahasiswa tentang kepercayaan diri dan partisipasi aktif mahasiswa bukan dipengaruhi oleh model pembelajaran yang digunakan tetapi lebih dipengaruhi oleh materi yang dipelajari. Persepsi minat mahasiswa terhadap pelaksanaan PBL cukup baik dan persepsi mahasiswa terhadap profil pembelajaran PBL sangat baik. Persepsi mahasiswa terhadap profil pembelajaran sudah sangat baik, hanya saja pada tahapan orientasi masalah dan evaluasi terhadap proses penyelesaian masalah perlu ditingkatkan karena tahapan ini merupakan salah satu tahapan yang penting dalam model pembelajaran problem based learning.
Problem-based learning model is one of the learning models used in the 21st-century learning process. The implementation of the learning process can be seen from the readiness of the teacher and students. Readiness can be seen from their perceptions of the learning model. This article examines the students' perception of learning scenarios using problem-based learning. This research uses the quantitative descriptive method. Student perceptions showed three aspects: readiness, interest, and learning profile. Student perceptions about self-confidence and participation not only influenced by using the model but also influenced by the content of the material. The perception of student interest in PBL implementation is good and students' perception of the PBL learning profile is very good. Student perceptions of the learning profile have been very good, only at the stage of problem orientation and evaluation of the problem-solving process needs to be improved
Kata kunci: persepsi, skenario pembelajaran, problem based learning
References
K. M. Yusof, S. A. H. Syed Hasan, M. Z. Jamaludin, N. F. Harun, Cooperative Problem-based Learning (CPBL): Framework for Integrating Cooperative Learning and Problem-based Learning, Social and Behavioral Sciences, vol. 56, 2012, pp. 223-232. Doi: http://doi.org/10.1016/j.sbspro.2012.09.649.
Y. Zhang, L. Zhou, X. Liu, L. Liu, Y. Wu, Z. Zhao, D. Yi, The Effectiveness of the Problem-Based Learning Teaching Model for Use in Introductory Chinese Undergraduate Medical Courses: A Systematic Review and Meta-Analysis, PLoS ONE, vol.10 no.3, 2015, e0120884. Doi: http://doi.org/10.1371/journal.pone.0120884
E. De Graff & A. Kolmos, Characteristics of Problem-Based Learning. International Journal of Enginering Education, vol. 19, no. 5, 2003, pp 657-662.
A. Gurses, C. Dogar, E. Geyik, Teaching of The Concept of Enthalpy using Problem Based Learning Approach. Procedia-Social and Behavioral Sciences, vol. 197, 2015, pp. 2390-2394. Doi: http://doi.org/10.1016/j.sbspro.2015.07.298.
S. M. M. Loyens, S. H. Jones, J. Mikkers, T. van Gog, Problem-based Learning as A Facilitator of Conceptual Change. Learning and Instruction, vol. 38, 2015, pp. 34-42. Doi: http://dx.doi.org/10.1016/j.learninstruc.2015.03.002.
R. Phungsuk, C. Virijavejakul, T. Ratanaolarn, Development of A Problem-based Learning Model Via A Virtual Learning Environment, Kasetsart Journal of Social Sciences, vol. 38, 2017, pp. 297-306. Doi: http://dx.doi.org/10.1016/j.kjss.2017.01.001
E. H. J. Yew, K. Goh, Problem-Based Learning: An Overview of its Process and Impact on Learning, Health Professions Education, vol. 2, 2016, pp. 75-79. Doi: http://dx.doi.org/10/1016/j.hpe.2016.01.004
P. L. Thomas & R. W. Schwenz, College Physical Chemistry Students’ Conceptions of Equilibrium and Fundamental Thermodynamics, Journal Research in Science Teaching, vol. 35 no. 10, 1998, pp. 1151 – 1160.
C. Coubergs, K. Struyven, G. Vanhournout, N. Engels, Measuring Teachers’ Perceptions about Differentiated Instruction: The DI-Quest Instrument and Model, Studies in Educational Evaluation, vol. 53, 2017, pp. 41-54. Doi: http://dx.doi.org/10.1016/j.stueduc.2017.02.004
Downloads
Published
Issue
Section
License
COPYRIGHT TRANSFER FORM
The copyright to this article is transferred to Universitas Ahmad Dahlan (UAD) if and when the article is accepted for publication. The undersigned hereby transfers any and all rights in and to the paper including without limitation all copyrights to UAD. The undersigned hereby represents and warrants that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required. The undersigned represents that he/she has the power and authority to make and execute this assignment.
We declare that:
- This paper has not been published in the same form elsewhere.
- It will not be submitted anywhere else for publication prior to acceptance/rejection by this Journal.
- A copyright permission is obtained for materials published elsewhere and which require this permission for reproduction.
Furthermore, I/We hereby transfer the unlimited rights of publication of the above mentioned paper in whole to UAD. The copyright transfer covers the exclusive right to reproduce and distribute the article, including reprints, translations, photographic reproductions, micro form, electronic form (offline, online) or any other reproductions of similar nature.
The corresponding author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. This agreement is to be signed by at least one of the authors who have obtained the assent of the co-author(s) where applicable. After submission of this agreement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted.
Retained Rights/Terms and Conditions
- Authors retain all proprietary rights in any process, procedure, or article of manufacture described in the Work.
- Authors may reproduce or authorize others to reproduce the Work or derivative works for the authors personal use or for company use, provided that the source and the UAD copyright notice are indicated, the copies are not used in any way that implies UAD endorsement of a product or service of any employer, and the copies themselves are not offered for sale.
- Although authors are permitted to re-use all or portions of the Work in other works, this does not include granting third-party requests for reprinting, republishing, or other types of re-use.
