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.

d. The Stages of Problem Based Learning PBL

According to Ibrahim and Nur 2002:3-5 learning model of Problem Based Learning problem-based learning there are five stages in order for a learning can be achieved right on target. Briefly, the five stages of Learning Model Based Learning as follows: 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: