CARA MEMBUAT RPP DENGAN MODEL PROBLEM BASED LEARNING❗

Summary

In this video, Bang Kowi discusses how to design effective learning using the Problem-Based Learning (PBL) model. Drawing from his experience in national training sessions, he explains the key elements of PBL, including its syntactical steps such as presenting a problem, organizing students for learning, guiding their investigations, developing and presenting findings, and analyzing the learning process. The video highlights practical applications for teachers, especially in creating lesson plans (RPP) that encourage active, critical thinking in students. Kowi also offers tips for implementing these methods in various subjects, making the approach adaptable for different educational contexts.

Takeaways

• 😀 PBL (Problem-Based Learning) is a student-centered teaching approach that encourages critical thinking and active student participation.
• 😀 The key to implementing PBL effectively is focusing on the 'syntax' or steps of the process, which include orientation, investigation, action, presentation, and evaluation.
• 😀 The PBL model can be implemented in different variations, such as Inquiry and Discovery, with Inquiry being more scientific and Discovery focusing on creative, open-ended solutions.
• 😀 The main goal of PBL is not the problem itself, but the development of students' critical thinking and active engagement during the learning process.
• 😀 PBL can be adapted to various subjects, including science, language arts, and even subjects that don't have direct real-world applications.
• 😀 The five key steps (syntax) in PBL are: 1) orienting students to the problem, 2) organizing students for learning, 3) guiding investigations, 4) developing and presenting results, and 5) analyzing and evaluating the process.
• 😀 Orientation to the problem can be done through activities such as reading texts, watching videos, or group discussions, all aimed at introducing the challenge to students.
• 😀 Organizing students for learning involves allowing them to search for resources, collaborate with peers, and ask questions to better understand the problem they are solving.
• 😀 In the action phase, students engage directly with the problem, applying what they have learned and seeking solutions while receiving guidance from the teacher.
• 😀 The presentation phase involves students organizing and presenting their findings, and in the final evaluation step, both teachers and students reflect on the work done and provide feedback.

Q & A

What is Problem-Based Learning (PBL) and why is it important?

Problem-Based Learning (PBL) is a student-centered teaching method that uses real-world problems as the basis for students to learn and solve. It promotes critical thinking, active participation, and real-world application of knowledge. PBL is important because it engages students in active learning, helping them become more critical and problem-solving oriented, which are essential skills for their future careers.

How does the script differentiate between Inquiry and Discovery-based learning?

Inquiry-based learning is more structured and scientific, where students follow a systematic process to reach a predetermined solution that is consistent with scientific knowledge. Discovery-based learning is more creative and flexible, allowing different groups of students to arrive at varied solutions. The key difference lies in the approach: Inquiry is methodical and leads to absolute answers, while Discovery fosters creative exploration and varied outcomes.

What are the main stages of the PBL model discussed in the script?

The PBL model consists of five key stages: 1) Orienting students to the problem, 2) Organizing students to learn, 3) Guiding their investigation, 4) Developing and presenting results, and 5) Analyzing and evaluating the process. These stages help students actively engage in problem-solving and reflect on their learning.

What role does the teacher play in the PBL process?

In PBL, the teacher acts as a facilitator, guiding and supporting students through each stage of the learning process. The teacher helps organize learning, provides resources, offers guidance during the investigation, and evaluates students' progress. The teacher’s main role is to support students’ independent learning while ensuring they remain focused on the problem.

Why is it emphasized that PBL can be applied in various subjects?

The script emphasizes that PBL is adaptable to various subjects because the focus is on the problem-solving process rather than the specific content. This makes PBL flexible for subjects like science, mathematics, language arts, or even social studies, allowing teachers to create problems relevant to the specific subject while maintaining the key learning goals of active participation and critical thinking.

How does the script suggest organizing students in PBL activities?

The script suggests organizing students into groups to work collaboratively. Each group works on solving the problem, and they are encouraged to share ideas and findings. Teachers can also support students by allowing time for individual work or providing opportunities for peer discussion to ensure everyone is actively engaged in learning.

What is the significance of the 'orienting students to the problem' stage?

The 'orienting students to the problem' stage is critical as it sets the foundation for the entire PBL process. This stage involves introducing the problem to the students and encouraging them to think critically about it. The teacher can use various materials like text, videos, images, or discussions to ensure that students understand the problem they will tackle and are motivated to find solutions.

How should teachers handle the 'guiding investigation' phase in PBL?

During the 'guiding investigation' phase, teachers should monitor and provide support as students actively engage in problem-solving. Teachers can offer guidance through one-on-one discussions, answering questions, suggesting resources, and helping students stay focused on the problem. The goal is to ensure that students are progressing in their investigation and developing critical thinking skills.

What are the expected outcomes after students present their solutions in PBL?

After presenting their solutions, students should engage in the 'analyzing and evaluating' phase, where they receive feedback from peers, the teacher, and potentially other stakeholders. This feedback helps students refine their understanding, correct any misconceptions, and further develop their problem-solving skills. The outcome is a deeper understanding of the problem and the learning process.

How does the script suggest structuring a lesson plan (RPP) based on PBL?

The script suggests structuring a lesson plan (RPP) based on the five stages of PBL. In the RPP, the focus should be on organizing activities that align with each stage: introducing the problem, organizing students to learn, guiding the investigation, helping students develop and present their findings, and evaluating the process. Teachers can adapt activities like group discussions, readings, and presentations to match the specific goals of the lesson.