Understanding The Learning Model of Problem Based
3 Easy to understand, that the given problem should be easy
to understand. In addition the issue compiled and made in accordance with the level of development of students
4 spacious and in accordance with the purpose of learning, i.e.
issues that are drafted and formulated should be broad; means that the issue covers all material
5 Helpful that is a problem that has been drafted and
formulated must be useful, both students as problem solver nor the teacher as a troublemaker. A useful issue is
problems that can improve thinking ability of the students to solve problems, as well as evoking motivation for students
to learn. b.
Focuses on interdisciplinary linkages Although teaching based problem may be centered on
specific subjects accounting, economics and social sciences. The issue that will be investigated is selected well so that in its
settlement students can review from many subjects c.
Investigation of authentic In problem-based teaching, students do an authentic
investigation to find real solution to the real problem. They must analyse and define problems, develop hypotheses and
make predictions, collect and analyse information, conduct the experiment if necessary, make the inference and formulate
conclusions. The method of investigation used depend on the issue being studied
d. Generate productspaper and present it
Problem-based teaching demands students to produce a specific product in the form of real works or artefacts and
displays that describe or represent a form of problem solving that they specify. The product is in the form of reports, debate
transcription, physical models, video, or computer programs Ibrahim and Nur, 2005:5-7. Problem-based teaching is
demonstrated by students who cooperated with one another most often in pairs or in small groups. Cooperation gives
motivation to continuously seen in complex tasks and multiply opportunities for sharing inquiry and dialogue to develop social
skills and thinking skills.