IMPLEMENTING PROBLEM BASED LEARNING AND CHANGGING THE CURRICULUM AT THE FACULTY OF LAW CHALLENGES AND CREATIVE SOLUTIONS.
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Available online at http://www.journalcra.com
INTERNATIONAL JOURNAL
OF CURRENT RESEARCH
International Journal of Current Research
Vol. 7, Issue, 04, pp.14769-14772, April, 2015
ISSN: 0975-833X
RESEARCH ARTICLE
IMPLEMENTING PROBLEM BASED LEARNING AND CHANGGING THE CURRICULUM AT
THE FACULTY OF LAW: CHALLENGES AND CREATIVE SOLUTIONS
*Ni Ketut Supasti Dharmawan
ARTICLE INFO
Article History:
th
Received 20 January, 2015
Received in revised form
22nd February, 2015
Accepted 18th March, 2015
Published online 28th April, 2015
Key words:
Changing Curriculum, Active Learning,
Problem Based Learning,
Challenging and Solution.
Faculty of Law Udayana University, Bali, Indonesia
ABSTRACT
To strength the legal education in Indonesia in order to achieve not only the development of law in
local and national but also more international basis, improving continually the content or substance of
legal material is very important. However, the role of legal method (teaching and learning method) is
undoubtedly influencing the improvement of quality legal education. The Problem Based Learning
(PBL) as part of the Student Centered Learning (SCL) can be considered as an effective method to
escalate the legal
legal knowledge, legal skill and curiosity of students as well as to stimulate students to
become more active in class upon particular legal issues determined in the guidance books or known
as course books. Various obstacles in implementing this active lear
learning model can be solved through
creative solutions that appropriate with surrounding circumstances.
Copyright © 2015 Ni Ketut Supasti Dharmawan. This is an open access article distributed under the Creative Commons Att
Attribution License, which permits
unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
INTRODUCTION
Curriculum play important role, and even considered as one of
the important element that determine the graduation quality of
university particularly at faculty level. In relation to improve
the outcome of learning process it is very important to
understanding
ing the curriculum in a comprehensive meaning, it is
not only emphasizing the contents or materials but also the way
to deliver the materials. Curriculum defined as the means and
materials with which students will interact for the aim of
achieving educational
onal outcomes (Edward S. Ebert II et al.,
Christine Ebert, Michael L. Bentley, 2013). To achieve
curriculum for excellence, firstly need to determine what the
purpose of curriculum, as an example of the UK encapsulated
to achieve four capacities: to be a successful learner, a
confident individual, a responsible citizen and an effective
contributor. More specifically, in this context the aim of
curriculum is to ensure that all scholars in Scotland develop
their knowledge and skills to support their learni
learning and work
now and in the future (Foghlam Alba, 2014). The outcome very
much influenced by learning experience in developing
attributes and capabilities and in achieving active engagement,
motivation and depth of learning. With regard to achieve better
result
sult in learning process, therefore need to understanding the
curriculum as a whole, contents and the teaching method. As
Laurillard 2002 mentioned that the teaching method to study
law traditionally focused on teaching-centered
centered learning, where
*Corresponding author: Ni Ketut Supasti Dharmawan,
Dharmawan
Faculty of Law Udayana University, Bali, Indonesia.
a lawyer- academic transferred knowledge to students a
packaged knowledge such as explained the legal principle, the
proceed supported by relevant case llaws, as well as the
decisions made by the judge, those elements explained by the
centered learning method (Fritz Ewang,
teacher used teaching-centered
2008). The positive side of this approach without doubt can be
However, the
workable implemented to a big group of students. Ho
disadvantage of this method was the students tend to passive.
To study law there are many legal skills needed such as
research and analytical skill, problem solving skill, legal
reasoning skill, writing skill as well as communicating and
debatingg skill, therefore for better achievement of legal study, it
can be considered that the active learning method more
sufficient.
The Problem Based Learning (PBL) method considered as one
of the active student centered learning method can be employed
to achieve
hieve excellence outcome at various universities including
at Faculty of Law Udayana University, Bali Indonesia.
However, it is not easy to implement. Although this active
learning method bring excellence outcome, there are various
obstacles also need to bee solve such as how to improve the
quality and to keep the active learning in a big group of
students as an experience at the Faculty of Law Udayana
University, Bali, Indonesia.
MATERIALS AND METHODS
The research method utilized in this paper is a contem
contemporary
research approach by identifying as well as analyzing various
14770
Ni Ketut Supasti Dharmawan, Implementing problem based learning and changging the curriculum at the faculty of law:
Challenges and creative solutions
documents concerning the PBL method to support learning
process for law students and also analyzing empirical data
through observation and experienced as well as the result of
tracer study conducted at Faculty of Law Udayana University
Bali Indonesia regarding the implementation of PBL method.
The Nature of Problem Based Learning (PBL) Method
There are several variations of PBL, one of them is Case-based
PBL (CBPBL). That was first developed for students at the Mc
Master University Medical School in Ontario, Canada in the
late 1960s (Linda Carder, Patricia Willingham, David Bibb,
2001). This approach is particularly, the use of storytelling to
engage students in the problems faced by the narrative
character(s), ask the students to use their decision making skills
and information gathering to identify key issue and find the
solution (Linda Carder, Patricia Willingham, David Bibb,
2001). The focus on what so called self-directed learning is the
thing that set PBL apart from other active learning techniques.
As defined by Knowles (1975) through this learning method
the students are the learners have to initiative to formulate
their learning needs, set the goals, identify resources that they
need, set the strategy of learning and evaluate the results (Linda
Carder, Patricia Willingham, David Bibb, 2001). According to
Bonwell and Eison defined active learning as the method that
instructed the students to take part in the learning process
through actively to do meaningful learning activities and think
as well as explain at the classroom concerning what they have
done (Michael Prince, 2004)
For at least the past 30 to 40 years PBL has had a major impact
regarding the thinking and practice in medical education (Jerry
Colliver, 2000). Small groups designed to learn in active ways
and the use of clinical problems as stimulus for learning are
used in the PBL approach (Jerry Colliver, 2000). PBL method
considered inter link with the fundamental educational
principles that incorporated with the adult learning theory. The
active learning method provides a bigger effectiveness
achievement on the acquisition of basic knowledge and clinical
skills for the learners (Jerry Colliver, 2000). Michel et al.
emphasized that the important point of PBL is about the strong
motivation that comes up from the student in which no factual
knowledge is loss (Harry A.J Struijker Boudier, Jos F.M Smits,
2002). Since 1968, this active learning process that more
dedicated into student central position is perhaps one of the
best university reforms (Harry A.J Struijker Boudier, Jos F.M
Smits, 2002).
As stated above that in the beginning of 1970s was PBL
implemented at the Mc Master University, Canada. Then, this
innovative active learning introduced at the Maastricht
University Medical School, the Netherlands in 1974.
Furthermore, Faculty of Law Maastricht University as well as
recognized and has implemented PBL method then continually
improved its active learning method based on its experiences.
Through cooperation between Faculty of Law Maastricht
University and Faculty of Law Udayana University under NPT
Nuffic Project since 2008 PBL has introduced in the Bali
Island, Indonesia, precisely at the Faculty of Law Udayana
University.
Bringing PBL Method to Student of the Faculty of Law
The PBL method provides room for students to solve the legal
method through tutorial session. A limited number of students
(for example 14 students) are joining in this tutorial session.
The aim of small group is to encourage students to solve legal
problems individually and actively which is assisted by
reactive tutor (can be lecturer) to formulate learning goals and
the result of legal discussion. Most importantly, PBL also
encourages students not only to be active in class but also
outside the class to prepare properly the legal issues (as in
reading the legal materials uploaded by the lecturer and find
additional supporting legal materials such as: legal cases,
national and international legal journals as well as legal text
books whether in conventional library or through electronic
library basis) before the tutorials begin. At the end, the
combination between class session (where the lecturer transfers
the legal materials as it is) and tutorial session brings benefit
not only for the students and lecturers but also for the
improvement of legal education. By utilizing the PBL method
at the universities such as at the faculty of law will bring better
achievement concerning the quality of legal learning process
for students as well as for the lecturers. Ramsden (2005)
indicated that PBL promotes the use of deep approaches to
learning. Study showed that the active participation of students
in learning process have been provided by PBL method (Susan
Douglas, 2012).
The PBL method recognized as an excellence learning process
compared than others learning method, particularly traditional
way of teaching supported by several keys important factor
that it is common identified as active learning process with
small groups, two-way communication, lecturer reactive,
students active, weekly homework check, and it always
associates with previous knowledge or information (Ingrid
Westendorp, 2014).
Since 2008, Maastricht University has introduced PBL method
to the Faculty of Law Udayana University, Bali Indonesia.
There were several academic activities conducted to support
the implementation of PBL such as: PBL Training, Tutor
Training, ICT & E-Learning Training, as well as Writing Block
Book or Course Book Training. Then, in 2010 the Faculty
implemented PBL as a pilot project. Since 2011 the Faculty of
Law formally has adopted PBL as part of curriculum especially
as part of learning methodology. There are four (4) courses
fully have implemented PBL at faculty of law Udayana
University based on Maastricht experience, namely: An
Introduction to Law, The General Theory of State, Criminal
Law and International Law. For other courses are used what so
called “PBL Modification,” it means the learning method used
combination as well as modification between teacher and
student learning based, and step by step it moves to the fully
PBL strategies.
To implement PBL at faculty of law there are various detail
works have to be done as well understood because PBL is a
very different way of learning when we compare to traditional
teaching approaches. As in the Guide to Problem-Based
Learning at the York Law School, the University of York
stated that in PBL, the discussion and analysis of a problem
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International Journal of Current Research, Vol. 7, Issue, 04, pp.14769-14772, April, 2015
starts the process of learning. The key point of PBL is to
provide learners with a real-world context that serves as a
jump-approach for achieving a deeper knowledge and
understanding of legal rules and the way they work. PBL is not
just a learning method it is precisely described as a curriculum
concept, encompassing scope and sequence, course outline and
content, learning materials, course of study as well as planned
experience (York Law School, 5-9).
At the beginning, the legal educators seem resistance to adopt
PBL method for law school that caused by general confusion
regarding what PBL is and is not in legal education (Boud and
Fellaetti 1991; Moskovitz 1992; Tzannes 1997), and even
misconception appear is that problem solving and problembased learning are the same but in fact they are not the same
(Liddle, 1). Then the PBL method for law school gradually
accepted world widely in various famous universities such as:
at Faculty of Law Maastricht University, York Law School as
well as Faculty of Law the Queensland University of
Technology (QUT). The study showed at QUT that PBL with
its active learning combined with computer-based education
module can be applied to legal problem solving; this method
was effective in teaching the legal skill for problem solving and
relevance for legal professional practice (Fiona Martin, 2003).
In addition also stated that PBL method has contributed to
educational objectives and relevant to the legal problem
solving: the development of decision making skills, problem
solving contextual knowledge as well as the development of
student autonomy.
Liddle from Hong Kong Polytechnic University Kowloon
through the result of contemporary research approach argued
that PBL method brought advantages such as it promotes deep
learning for students of surface and deep bias (Liddle, 1999).
As in Hongkong, through the Guide to PBL at York Law
School also mentioned that PBL program brings some
advantages such as: develops skill of students in legal
reasoning skills, critical thinking and decision making
strategies as well enhances student’s skill to integrate
knowledge across disciplines and deepens understanding of the
role of law in society (Guide to PBL, York Law School, 37).
As experiences implemented PBL in some universities stated
above, after bringing PBL to the Faculty of Law Udayana
University Bali Indonesia and changing the curriculum there
are some advantages can be identified. First, this PBL method
has improved both the teaching and learning methodology and
updating the substance or content of courses. Second, two ways
communication likely running well where lecturers have
become more communicative, and tutors are gradually have
become more reactive. Third, the students have become active
both in lectures and tutorial sessions. The students have
bocome more active to present their papers. Through tutorial
session many types of task such as :Study Task”, “Problem
Task”, and “Discussion Task” have improved both students’
knowledge and legal skills which make them achieve the
purpose of curriculum. In the tutorial session such as Advance
Human Rights Law Course, the students showed their strong
efforts to analyze and explain legal problem by elaborating
various International Human Rights legal Documents: ICCPR,
ICESCR, as well as the UDHR 1948. Furthermore, the students
also examined the 1945 Constitution of the Republic of
Indonesia, the Law No. 39 concerning Human rights and the
Law No. 26 of 2000 concerning Indonesian Human Rights
Court.
To evaluate the implementation of PBL, tracer study was
conducted and the study showed that around 70 % of student
mentioned that PBL method is useful and needs to be
implemented for the whole courses. From the experience of
Faculty of Law Udayana University, it can be considered that
PBL plays an important role to achieve better result of learning
process. Therefore, it seems realize using PBL model to update
or upgrade the legal education in Indonesia.
Challenges and Creative Solution in Implementing PBL
Method at the Faculty of Law Udayana University
Although implementing PBL has brought some advantages,
there are also some challenges to fulfill the nature of PBL
method. As it is understood based on Maastricht experience
that PBL method as an active learning need to be conducted in
small group or small number of students, tutorial room should
be available as well as budget to provide the tutorial rooms,
and reactive tutors who understand his or her tasks as a tutor
(Ingrid Westendorp, 2014). Some challenges for Faculty of
Law Udayana University that in fact there are still big group or
large number of students instead of small group, only limited
number of classroom specifically arranged for tutorial, difficult
to provide budget both for tutorial rooms and incentive for
tutors, not all tutors are reactive and fully understand his or her
tasks there are sometime confuse to act as a lecturer or tutor,
some lecturers are still reluctant to use the PBL as method to
improve learning process, and some courses that implementing
PBL have become demanding courses for students. Another
challenges implementing PBL need to be continually control,
support and commitment from all faculty members as well as
the faculty leaders.
Simply, it can be stated that implementing PBL method as an
active learning process need strong effort to achieve the goal.
By realizing the circumstances of Faculty of Law Udayana
University different from Maastricht University, it is need to
create various creative solutions with regard to achieve the
goal. Some efforts and creative solutions have been done such
as: continuing to implement PBL with 7 steps (jump)
approaches in small group for 4 courses in the first semester of
first year student, implementing original PBL for some
optional courses which have small group of students by nature
of the courses such as Legal Clinic courses that implement
more skills practice,
as well as
implementing PBL
modification in large group by creating different models. In
regard to create different model implementing PBL particularly
when implementing tutorial session, the faculty develops some
especially for tutorial session so called “PBL Modification.”
Basically The models of PBL developed based on Maastricht
experience with some innovations based on our own
circumstances as follows: Model 1 (Fig 1): the faculty
conducted PBL-tutorial session as in its nature small group
(around 14 students) but because of our circumstances the
groups consist of 20 until 25 students with a round table
design. Model 2 (Fig 2) : a big group of students (around 50
students) divided by three groups in the same class room and
14772
Ni Ketut Supasti Dharmawan, Implementing problem based learning and changging the curriculum at the faculty of law:
Challenges and creative solutions
then every small group has its own leader and note keeper with
their own round table design. Model 3 ( 3) : a big group (40-50
students) where the students still work and learn in the model
of class room but the lecturer who acting as a tutor has to
motivate and encourage the students learning, discussing,
debating, as well as analyzing in active ways. it is flexible to
develop some models as long as it can still keep students to
learn in an active way (writing, debating, explaining, and
analyzing).
The PBL models implemented in Faculty of Law Udayana
University are as follow:
Conclusion
The purpose of implementing curriculum is to achieve
educational outcomes that it has already formulated previously.
In order achieving the excellent outcome it is very important
understanding the curriculum in the whole meaning, it is not
only the materials or substances but also the learning approach.
By implementing the means of curriculum or the method of
learning process , the active way learning to deliver the
substances such as PBL method, it can brings the students more
independently improving their knowledge and skill through
active learning : searching, reading, debating, writing, as well
as reporting. The excellent outcome of learning process is no
doubt influenced by the method of learning process such as
through PBL method. Therefore to upgrade and update the
legal education at the faculty including faculty of law is very
important to pay attention to implement the PBL as part of the
Student Centered Learning. There are some challenges in
implementing the method of active learning process. However,
by understanding our own surrounding and own circumstances,
the creative solutions which appropriate with our own can be
implemented to face the challenges.
REFERENCES
Fig. 1. 20-25 students
Fig. 2. 40-50 Students : 3 gorups
Fig. 3. 50 students, note speaker, 1 tutor
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Ewang Fritz, 2008. Teaching Law to Accounting and Business
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z
Available online at http://www.journalcra.com
INTERNATIONAL JOURNAL
OF CURRENT RESEARCH
International Journal of Current Research
Vol. 7, Issue, 04, pp.14769-14772, April, 2015
ISSN: 0975-833X
RESEARCH ARTICLE
IMPLEMENTING PROBLEM BASED LEARNING AND CHANGGING THE CURRICULUM AT
THE FACULTY OF LAW: CHALLENGES AND CREATIVE SOLUTIONS
*Ni Ketut Supasti Dharmawan
ARTICLE INFO
Article History:
th
Received 20 January, 2015
Received in revised form
22nd February, 2015
Accepted 18th March, 2015
Published online 28th April, 2015
Key words:
Changing Curriculum, Active Learning,
Problem Based Learning,
Challenging and Solution.
Faculty of Law Udayana University, Bali, Indonesia
ABSTRACT
To strength the legal education in Indonesia in order to achieve not only the development of law in
local and national but also more international basis, improving continually the content or substance of
legal material is very important. However, the role of legal method (teaching and learning method) is
undoubtedly influencing the improvement of quality legal education. The Problem Based Learning
(PBL) as part of the Student Centered Learning (SCL) can be considered as an effective method to
escalate the legal
legal knowledge, legal skill and curiosity of students as well as to stimulate students to
become more active in class upon particular legal issues determined in the guidance books or known
as course books. Various obstacles in implementing this active lear
learning model can be solved through
creative solutions that appropriate with surrounding circumstances.
Copyright © 2015 Ni Ketut Supasti Dharmawan. This is an open access article distributed under the Creative Commons Att
Attribution License, which permits
unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
INTRODUCTION
Curriculum play important role, and even considered as one of
the important element that determine the graduation quality of
university particularly at faculty level. In relation to improve
the outcome of learning process it is very important to
understanding
ing the curriculum in a comprehensive meaning, it is
not only emphasizing the contents or materials but also the way
to deliver the materials. Curriculum defined as the means and
materials with which students will interact for the aim of
achieving educational
onal outcomes (Edward S. Ebert II et al.,
Christine Ebert, Michael L. Bentley, 2013). To achieve
curriculum for excellence, firstly need to determine what the
purpose of curriculum, as an example of the UK encapsulated
to achieve four capacities: to be a successful learner, a
confident individual, a responsible citizen and an effective
contributor. More specifically, in this context the aim of
curriculum is to ensure that all scholars in Scotland develop
their knowledge and skills to support their learni
learning and work
now and in the future (Foghlam Alba, 2014). The outcome very
much influenced by learning experience in developing
attributes and capabilities and in achieving active engagement,
motivation and depth of learning. With regard to achieve better
result
sult in learning process, therefore need to understanding the
curriculum as a whole, contents and the teaching method. As
Laurillard 2002 mentioned that the teaching method to study
law traditionally focused on teaching-centered
centered learning, where
*Corresponding author: Ni Ketut Supasti Dharmawan,
Dharmawan
Faculty of Law Udayana University, Bali, Indonesia.
a lawyer- academic transferred knowledge to students a
packaged knowledge such as explained the legal principle, the
proceed supported by relevant case llaws, as well as the
decisions made by the judge, those elements explained by the
centered learning method (Fritz Ewang,
teacher used teaching-centered
2008). The positive side of this approach without doubt can be
However, the
workable implemented to a big group of students. Ho
disadvantage of this method was the students tend to passive.
To study law there are many legal skills needed such as
research and analytical skill, problem solving skill, legal
reasoning skill, writing skill as well as communicating and
debatingg skill, therefore for better achievement of legal study, it
can be considered that the active learning method more
sufficient.
The Problem Based Learning (PBL) method considered as one
of the active student centered learning method can be employed
to achieve
hieve excellence outcome at various universities including
at Faculty of Law Udayana University, Bali Indonesia.
However, it is not easy to implement. Although this active
learning method bring excellence outcome, there are various
obstacles also need to bee solve such as how to improve the
quality and to keep the active learning in a big group of
students as an experience at the Faculty of Law Udayana
University, Bali, Indonesia.
MATERIALS AND METHODS
The research method utilized in this paper is a contem
contemporary
research approach by identifying as well as analyzing various
14770
Ni Ketut Supasti Dharmawan, Implementing problem based learning and changging the curriculum at the faculty of law:
Challenges and creative solutions
documents concerning the PBL method to support learning
process for law students and also analyzing empirical data
through observation and experienced as well as the result of
tracer study conducted at Faculty of Law Udayana University
Bali Indonesia regarding the implementation of PBL method.
The Nature of Problem Based Learning (PBL) Method
There are several variations of PBL, one of them is Case-based
PBL (CBPBL). That was first developed for students at the Mc
Master University Medical School in Ontario, Canada in the
late 1960s (Linda Carder, Patricia Willingham, David Bibb,
2001). This approach is particularly, the use of storytelling to
engage students in the problems faced by the narrative
character(s), ask the students to use their decision making skills
and information gathering to identify key issue and find the
solution (Linda Carder, Patricia Willingham, David Bibb,
2001). The focus on what so called self-directed learning is the
thing that set PBL apart from other active learning techniques.
As defined by Knowles (1975) through this learning method
the students are the learners have to initiative to formulate
their learning needs, set the goals, identify resources that they
need, set the strategy of learning and evaluate the results (Linda
Carder, Patricia Willingham, David Bibb, 2001). According to
Bonwell and Eison defined active learning as the method that
instructed the students to take part in the learning process
through actively to do meaningful learning activities and think
as well as explain at the classroom concerning what they have
done (Michael Prince, 2004)
For at least the past 30 to 40 years PBL has had a major impact
regarding the thinking and practice in medical education (Jerry
Colliver, 2000). Small groups designed to learn in active ways
and the use of clinical problems as stimulus for learning are
used in the PBL approach (Jerry Colliver, 2000). PBL method
considered inter link with the fundamental educational
principles that incorporated with the adult learning theory. The
active learning method provides a bigger effectiveness
achievement on the acquisition of basic knowledge and clinical
skills for the learners (Jerry Colliver, 2000). Michel et al.
emphasized that the important point of PBL is about the strong
motivation that comes up from the student in which no factual
knowledge is loss (Harry A.J Struijker Boudier, Jos F.M Smits,
2002). Since 1968, this active learning process that more
dedicated into student central position is perhaps one of the
best university reforms (Harry A.J Struijker Boudier, Jos F.M
Smits, 2002).
As stated above that in the beginning of 1970s was PBL
implemented at the Mc Master University, Canada. Then, this
innovative active learning introduced at the Maastricht
University Medical School, the Netherlands in 1974.
Furthermore, Faculty of Law Maastricht University as well as
recognized and has implemented PBL method then continually
improved its active learning method based on its experiences.
Through cooperation between Faculty of Law Maastricht
University and Faculty of Law Udayana University under NPT
Nuffic Project since 2008 PBL has introduced in the Bali
Island, Indonesia, precisely at the Faculty of Law Udayana
University.
Bringing PBL Method to Student of the Faculty of Law
The PBL method provides room for students to solve the legal
method through tutorial session. A limited number of students
(for example 14 students) are joining in this tutorial session.
The aim of small group is to encourage students to solve legal
problems individually and actively which is assisted by
reactive tutor (can be lecturer) to formulate learning goals and
the result of legal discussion. Most importantly, PBL also
encourages students not only to be active in class but also
outside the class to prepare properly the legal issues (as in
reading the legal materials uploaded by the lecturer and find
additional supporting legal materials such as: legal cases,
national and international legal journals as well as legal text
books whether in conventional library or through electronic
library basis) before the tutorials begin. At the end, the
combination between class session (where the lecturer transfers
the legal materials as it is) and tutorial session brings benefit
not only for the students and lecturers but also for the
improvement of legal education. By utilizing the PBL method
at the universities such as at the faculty of law will bring better
achievement concerning the quality of legal learning process
for students as well as for the lecturers. Ramsden (2005)
indicated that PBL promotes the use of deep approaches to
learning. Study showed that the active participation of students
in learning process have been provided by PBL method (Susan
Douglas, 2012).
The PBL method recognized as an excellence learning process
compared than others learning method, particularly traditional
way of teaching supported by several keys important factor
that it is common identified as active learning process with
small groups, two-way communication, lecturer reactive,
students active, weekly homework check, and it always
associates with previous knowledge or information (Ingrid
Westendorp, 2014).
Since 2008, Maastricht University has introduced PBL method
to the Faculty of Law Udayana University, Bali Indonesia.
There were several academic activities conducted to support
the implementation of PBL such as: PBL Training, Tutor
Training, ICT & E-Learning Training, as well as Writing Block
Book or Course Book Training. Then, in 2010 the Faculty
implemented PBL as a pilot project. Since 2011 the Faculty of
Law formally has adopted PBL as part of curriculum especially
as part of learning methodology. There are four (4) courses
fully have implemented PBL at faculty of law Udayana
University based on Maastricht experience, namely: An
Introduction to Law, The General Theory of State, Criminal
Law and International Law. For other courses are used what so
called “PBL Modification,” it means the learning method used
combination as well as modification between teacher and
student learning based, and step by step it moves to the fully
PBL strategies.
To implement PBL at faculty of law there are various detail
works have to be done as well understood because PBL is a
very different way of learning when we compare to traditional
teaching approaches. As in the Guide to Problem-Based
Learning at the York Law School, the University of York
stated that in PBL, the discussion and analysis of a problem
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International Journal of Current Research, Vol. 7, Issue, 04, pp.14769-14772, April, 2015
starts the process of learning. The key point of PBL is to
provide learners with a real-world context that serves as a
jump-approach for achieving a deeper knowledge and
understanding of legal rules and the way they work. PBL is not
just a learning method it is precisely described as a curriculum
concept, encompassing scope and sequence, course outline and
content, learning materials, course of study as well as planned
experience (York Law School, 5-9).
At the beginning, the legal educators seem resistance to adopt
PBL method for law school that caused by general confusion
regarding what PBL is and is not in legal education (Boud and
Fellaetti 1991; Moskovitz 1992; Tzannes 1997), and even
misconception appear is that problem solving and problembased learning are the same but in fact they are not the same
(Liddle, 1). Then the PBL method for law school gradually
accepted world widely in various famous universities such as:
at Faculty of Law Maastricht University, York Law School as
well as Faculty of Law the Queensland University of
Technology (QUT). The study showed at QUT that PBL with
its active learning combined with computer-based education
module can be applied to legal problem solving; this method
was effective in teaching the legal skill for problem solving and
relevance for legal professional practice (Fiona Martin, 2003).
In addition also stated that PBL method has contributed to
educational objectives and relevant to the legal problem
solving: the development of decision making skills, problem
solving contextual knowledge as well as the development of
student autonomy.
Liddle from Hong Kong Polytechnic University Kowloon
through the result of contemporary research approach argued
that PBL method brought advantages such as it promotes deep
learning for students of surface and deep bias (Liddle, 1999).
As in Hongkong, through the Guide to PBL at York Law
School also mentioned that PBL program brings some
advantages such as: develops skill of students in legal
reasoning skills, critical thinking and decision making
strategies as well enhances student’s skill to integrate
knowledge across disciplines and deepens understanding of the
role of law in society (Guide to PBL, York Law School, 37).
As experiences implemented PBL in some universities stated
above, after bringing PBL to the Faculty of Law Udayana
University Bali Indonesia and changing the curriculum there
are some advantages can be identified. First, this PBL method
has improved both the teaching and learning methodology and
updating the substance or content of courses. Second, two ways
communication likely running well where lecturers have
become more communicative, and tutors are gradually have
become more reactive. Third, the students have become active
both in lectures and tutorial sessions. The students have
bocome more active to present their papers. Through tutorial
session many types of task such as :Study Task”, “Problem
Task”, and “Discussion Task” have improved both students’
knowledge and legal skills which make them achieve the
purpose of curriculum. In the tutorial session such as Advance
Human Rights Law Course, the students showed their strong
efforts to analyze and explain legal problem by elaborating
various International Human Rights legal Documents: ICCPR,
ICESCR, as well as the UDHR 1948. Furthermore, the students
also examined the 1945 Constitution of the Republic of
Indonesia, the Law No. 39 concerning Human rights and the
Law No. 26 of 2000 concerning Indonesian Human Rights
Court.
To evaluate the implementation of PBL, tracer study was
conducted and the study showed that around 70 % of student
mentioned that PBL method is useful and needs to be
implemented for the whole courses. From the experience of
Faculty of Law Udayana University, it can be considered that
PBL plays an important role to achieve better result of learning
process. Therefore, it seems realize using PBL model to update
or upgrade the legal education in Indonesia.
Challenges and Creative Solution in Implementing PBL
Method at the Faculty of Law Udayana University
Although implementing PBL has brought some advantages,
there are also some challenges to fulfill the nature of PBL
method. As it is understood based on Maastricht experience
that PBL method as an active learning need to be conducted in
small group or small number of students, tutorial room should
be available as well as budget to provide the tutorial rooms,
and reactive tutors who understand his or her tasks as a tutor
(Ingrid Westendorp, 2014). Some challenges for Faculty of
Law Udayana University that in fact there are still big group or
large number of students instead of small group, only limited
number of classroom specifically arranged for tutorial, difficult
to provide budget both for tutorial rooms and incentive for
tutors, not all tutors are reactive and fully understand his or her
tasks there are sometime confuse to act as a lecturer or tutor,
some lecturers are still reluctant to use the PBL as method to
improve learning process, and some courses that implementing
PBL have become demanding courses for students. Another
challenges implementing PBL need to be continually control,
support and commitment from all faculty members as well as
the faculty leaders.
Simply, it can be stated that implementing PBL method as an
active learning process need strong effort to achieve the goal.
By realizing the circumstances of Faculty of Law Udayana
University different from Maastricht University, it is need to
create various creative solutions with regard to achieve the
goal. Some efforts and creative solutions have been done such
as: continuing to implement PBL with 7 steps (jump)
approaches in small group for 4 courses in the first semester of
first year student, implementing original PBL for some
optional courses which have small group of students by nature
of the courses such as Legal Clinic courses that implement
more skills practice,
as well as
implementing PBL
modification in large group by creating different models. In
regard to create different model implementing PBL particularly
when implementing tutorial session, the faculty develops some
especially for tutorial session so called “PBL Modification.”
Basically The models of PBL developed based on Maastricht
experience with some innovations based on our own
circumstances as follows: Model 1 (Fig 1): the faculty
conducted PBL-tutorial session as in its nature small group
(around 14 students) but because of our circumstances the
groups consist of 20 until 25 students with a round table
design. Model 2 (Fig 2) : a big group of students (around 50
students) divided by three groups in the same class room and
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Ni Ketut Supasti Dharmawan, Implementing problem based learning and changging the curriculum at the faculty of law:
Challenges and creative solutions
then every small group has its own leader and note keeper with
their own round table design. Model 3 ( 3) : a big group (40-50
students) where the students still work and learn in the model
of class room but the lecturer who acting as a tutor has to
motivate and encourage the students learning, discussing,
debating, as well as analyzing in active ways. it is flexible to
develop some models as long as it can still keep students to
learn in an active way (writing, debating, explaining, and
analyzing).
The PBL models implemented in Faculty of Law Udayana
University are as follow:
Conclusion
The purpose of implementing curriculum is to achieve
educational outcomes that it has already formulated previously.
In order achieving the excellent outcome it is very important
understanding the curriculum in the whole meaning, it is not
only the materials or substances but also the learning approach.
By implementing the means of curriculum or the method of
learning process , the active way learning to deliver the
substances such as PBL method, it can brings the students more
independently improving their knowledge and skill through
active learning : searching, reading, debating, writing, as well
as reporting. The excellent outcome of learning process is no
doubt influenced by the method of learning process such as
through PBL method. Therefore to upgrade and update the
legal education at the faculty including faculty of law is very
important to pay attention to implement the PBL as part of the
Student Centered Learning. There are some challenges in
implementing the method of active learning process. However,
by understanding our own surrounding and own circumstances,
the creative solutions which appropriate with our own can be
implemented to face the challenges.
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Fig. 1. 20-25 students
Fig. 2. 40-50 Students : 3 gorups
Fig. 3. 50 students, note speaker, 1 tutor
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*******