Muhammad Irfan Novaldi (2161121029)

Aldyan Fitrah Pratama (2162121002)

Josua Dwi Parlaungan (2163121029)
Thogu Marwan Hardy Pasaribu (2163121046)
 PROBLEM BASED LEARNING


Problem-Based Learning (PBL) is a teaching method in
which complex real-world problems are used as the vehicle to
promote student learning of concepts and principles as
opposed to direct presentation of facts and concepts. In
addition to course content, PBL can promote the development
of critical thinking skills, problem-solving abilities, and
communication skills. It can also provide opportunities for
working in groups, finding and evaluating research materials,
and life-long learning (Duch et al, 2001).
 SYNTAX OF PROBLEM BASED LEARNING
Phases Teacher Behavior

 Explain the purpose of learning


Phase 1
Student orientation  Describes the required logistics
to the problem  Motivate students to be actively involved in solving the
selected problem

Phase 2  Help students define and organize learning tasks related

Organize students to the problem

Phase 3  Encourage students to gather appropriate information

Individual and group  Encourage students to carry out experiments for
research guide explanations and problem solving
Phase 4  Assist students in planning and


Develop and present the work preparing suitable works such as
reports, models and sharing
assignments with friends

Phase 5  Evaluate learning outcomes about the

Analyze and evaluate the problem-solving material that has been studied /ask
process group presentation of the work
SCENARIO (RECOUNT TEXT)
Observe
 Students observe two recount texts that will be displayed through the Infocus
screen and also the media papers given to each student. Each student is asked
to identify the type of genre of the text.
 Each student is asked to express their opinions briefly about the two recount
texts
Ask
 Students are asked questions about the two recount texts given previously
both regarding the social function, text structure and linguistic elements.
Explore
 In pairs, students are asked to rearrange some sentences that were
randomized based on the sequence of images that are in the worksheet.
 Students will also conduct a review of each worksheet that they have
completed
Associate
 Each student must make three original texts with different functions.
 Each recount text is equipped with several supporting images, and recount
text will be put together into the same report
 Re-write the text that will be exchanged with other pairs. (For example,
Pair A gives the original text and tell it to the pair B, and vice versa).
 Every day, studnents have to stream the text based on the given picture and
string the words in the order of the picture.
Communicate
 Each pair analyzes all components (social functions, lexicogrammatical
and structure of the tex genre) and provides comments and criticisms of
recount text that other pairs wrote. (Eg. Pair B will comment on the results
of the recount text of pair A, and vice versa.)
 Individually, students are asked to read an original recount text based on
their experiences and photographs with the corresponding context.
CLASSROOM MANAGEMENT

The introduction of problem-based learning with a

consequent fundamental change in the student-teacher
relationship has highlighted the change in the role of the
teacher from one of information provider to one of facilitator.
The teacher's role is not to inform the students but to
encourage and facilitate them to learn for themselves using
the problem as a focus for the learning (Barrows and Tamblyn
1980, Davis and Harden 1999). This changing role of the
teacher is also reflected in the constructivist approach to
learning.
4 GUIDELINES FOR THE SCENARIO
1. Build excitement for content
• A teacher stands at the front of the class, trying to build excitement by
previewing interesting parts of the day's lesson.
• Start lessons by previewing particularly-exciting parts, hooking
student interest from the get-go.
• As the bell rings and students settle, go through an agenda of the
day’s highlights. These could include group tasks, engaging bits of
content and anything else to pique curiosity. For example,
“Throughout the day, you’ll learn about:”
• How to talk like you’re a storyteller (sentence structure)
• What all the presidents of Indonesia have had in common (social
analysis) etc
• The goal of this classroom management technique is to immediately
interest students in our agenda and thereby dissuade misbehavior.
2. Consider peer teaching
 Peer teaching activities, such as pairing students together as reading
buddies, can be especially beneficial for students who suffer from low
confidence and poor interpersonal skills.
 Authoritative research states tutors improve self-esteem and
interpersonal skills by giving feedback. Tutees realize these benefits
by asking questions and receiving immediate clarification. A later
study of at-risk students echoes these advantages. Although you
should spend time teaching peer tutors how to properly communicate
with tutees, you’ll likely find the benefits are worth the work.
3. Write group contracts
 A teacher offers advice to a pair of students working together to
complete a question.
 Help student group work run smoothly and effectively by writing
contracts that contain guidelines, having everyone sign.
 Group contracts should be based on expectations that students have
for each other, and we have for them. We can gather the class’s
thoughts by holding a discussion about what the ideal group member
does, and how he or she acts. Once you’ve written the contract,
encourage students to come up with consequences for violating
expectations.
 By having them sign a fresh version of the contract before each
group task and project, we’re empowering them to hold each other
accountable.
4. Model ideal behavior
 Make a habit of demonstrating behavior you want to see, as many
studies show that modeling effectively teaches students how to act in
different situations.
 A straightforward way to model certain behaviors is holding a mock
conversation with an admin, other teacher or student helper in front of
the class. Talking about a test or other relatable topic, be sure to:
 Use polite language
 Maintain eye contact
 Keep phones in your pockets
 Let one another speak uninterrupted
 Raise concerns about one another’s statements in a respectful manner
 After, start a class discussion to list and expand upon the ideal
behaviors you exemplified.