The Outcome Based Learning (OBE) learning system is a learning system that focuses on learning outcomes by referring to the criteria and competencies of graduates designed by a study program. To be able to meet the formulated graduate outcomes, the OBE system applies many learning methods that are student-centered, no longer teacher-centered as has been applied in conventional learning methods. One of the learning methods applied in universities that implement the OBE system includes the Problem Based Learning (PBL) method.
PBL is a learning model that involves students’ activeness in thinking critically in identifying problems and solving them based on the scientific disciplines being studied. The aim of PBL in general is to train critical thinking in finding problems systematically. The role of the educator in this learning model is to provide a case, which can come from an incident or case in real life or just an essay, and provide a systematic and flow of procedures so that students can find the root of the problem in the case. Usually after the problem has been identified, the educator will direct students to formulate a solution to the problem.
In the field of basic geological science, such as in the Petrology, Sedimentology, Structural Geology and Geomorphology courses, the application of PBL has begun to be implemented in the Department of Geological Engineering, Diponegoro University. So far, with this PBL method, students’ final grades have generally increased compared to before implementing PBL. However, of course the final grade is not the main parameter for the success of a learning method. From an educator’s point of view, the application of PBL in this course is quite effective in getting students to delve deeper into a case and look for the source of the problem and then relate it to the course material being studied. For example, in the Sedimentology course, the educator gives a case about flooding which always occurs in the city of Semarang every rainy season. Students must find the cause of the flood in question. In the search process, students must indirectly study material such as river sedimentation processes, river flow patterns, and river morphology. Of course, this material is not just studied casually, but must be studied independently by students because they have the obligation to find the root of the problem in this case, namely the cause of the flood. In this way, students have studied material according to the course syllabus while simultaneously practicing critical and analytical thinking skills.
Student discussion in Sedimentology course using problem based learning method
Critical and analytical thinking skills in students, especially at the higher study level, are really needed to produce graduates who are ready to work in various industrial fields, including geology. The PBL learning model is expected to be able to become a facilitator in training students’ abilities so that they are more accustomed to seeing an incident as a problem that must first find the root of the problem and then look for a solution, rather than immediately looking for practical solutions without delving into the problem. Therefore, the application of this learning model should be applied in all courses in a planned and structured manner, including field concentration courses, so that graduates’ achievements can be met according to targets.
Article by Anis Kurniasih, S.T., M.T.
