Purpose of The Learning Model of Problem Based Learning
Phase behaviour of Teachers
stage 1 student orientation on
problem Teacher describe the purpose
of the study, explained that the required logistics, motivating
students engage in problem- solving activities that he has
chosen.
Teachers discuss
assessment rubric that will be used in assessing the results of
the activitiesstudent work
Stage 2 Organize students to learn
the teacher helps students define
and organize
the learning
tasks that
are associated with the issue
Stage 3 Guide individual and group
investigations Teachers encourage students
to collect the appropriate information,
carry out
experiments to
get an
explanation and
problem solving
Stage 4 Develop and present the
results of the work Teachers assist students in
planning and preparing the appropriate works such as
report, videos, and models that help them to share the duties
with his friend
Stage5 Analyse and evaluate the
process of problem-solving Teachers help students to
perform reflection
or evaluation
of their
investigation and the processes that they use
Table 1. Problem Based Learning According to Wina Sanjaya 2008:228, application of PBL
the stages are as follows:
a. Formulate the problem, i.e. students’ step on determining the
problem that will be solved; b.
Analyse the problem, i.e. students’ step on reviewing issues critically and through varying viewpoints;
c. Formulating hypotheses, i.e. students’step on formulating
various possibilities of solving in accordance with hisher knowledge;
d. Collect data, i.e. students’step to locate and describe the
information required for problem solving; e.
Hypothesis testing, i.e. students’ step on taking or formulating conclusions in accordance with the acceptance and rejection of
the hypothesis; f.
Formulating recommendations for problem solving, i.e. students
’ step on describing the recommendations that can be carried out according the results of hypothesis testing
formulation and the formulation of conclusions. Learners are required to actively search for the data and the
information needed so that in the end the purpose of learning will be achieved, i.e. learners are able to formulate a systematic
problem solving solutions. According to Fogarty in a Made Wena 2009:92, the stages
of problem-based learning strategies are as follows:
a. Encounter problems
Problem formulated by students although, previously, the teachers have prepared the actual problems in the form of facts
so that students are able to perform analysis toward the facts. b.
Define the problems The students along with members of the group seek to
define these problems based on ability. So the ability possessed by students can appear, the teacher should give the trigger and
guidance gradually c.
Collect facts In this stage, the student is required to gather required facts
and information from various sources both from the literature, internet as well as from the experiences already gained and
subsequently able to perform information management. Teachers as tutors served to guide students in finding needed
facts and information and guide students in doing information management
d. Compiled a hypothesis an alleged temporary
Based on the facts and the information obtained, the student attempted to link these facts so that in the end the student is
able to compile hypothesis. Teachers guide students to devise hypotheses