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Seven Jump Dalam Diskusi Tutorial

This document describes the seven jump process for problem-based learning tutorials. It explains each of the seven steps: 1) identifying and clarifying terms, 2) determining the problem, 3) analyzing the problem through brainstorming based on prior knowledge, 4) systematically organizing the problem explanation, 5) establishing learning objectives, 6) independent learning to achieve the objectives, and 7) presenting, discussing and reorganizing the information obtained. It provides examples for each step and discusses the roles of tutor, chair, scriber and group members in guiding the seven jump process.

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kadinfathia
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304 views

Seven Jump Dalam Diskusi Tutorial

This document describes the seven jump process for problem-based learning tutorials. It explains each of the seven steps: 1) identifying and clarifying terms, 2) determining the problem, 3) analyzing the problem through brainstorming based on prior knowledge, 4) systematically organizing the problem explanation, 5) establishing learning objectives, 6) independent learning to achieve the objectives, and 7) presenting, discussing and reorganizing the information obtained. It provides examples for each step and discusses the roles of tutor, chair, scriber and group members in guiding the seven jump process.

Uploaded by

kadinfathia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Seven Jump dalam

Diskusi Tutorial
Diani Puspa Wijaya
Blok Introduksi 2012
Trigger material
Small group
Discussion of the trigger material
Students decide what to study
student-centered motivation; effective learning
Sharing, comparing, and integrating
different sources; new information is integrated
(seven jumps of tutorial process)
The Essence of PBL
PBL tutorial
A small group
Characterised by student participant and
interaction
Consist of
8-12 students
Tutor


4
Anatomy of PBL tutorial group
Tutor
Leader
Scriber 1
Scriber 2
Group members
Seven Jump
1. Identifikasi dan klarifikasi istilah dalam skenario
2. Menetapkan masalah
3. Menganalisis masalah (brainstorming berdasar
prior knowledge)
4. Mengorganisir penjelasan masalah secara
sistematis
5. Menetapkan tujuan belajar
6. Belajar mandiri
7. Memaparkan, membahas dan menata kembali
informasi yang diperoleh

Metode lain
Triple jump
Five easy step
Triple Jump

1 Identify the main problems or issues.
Identify early hypotheses or key questions.
2 Find suitable data from a variety of
resources and to interpret the data in relation
to their hypotheses or key questions.
3 Apply their findings to resolve or manage
the problem
Five Easy Step
Step 1: Read the problem
Step 2: Brainstorm
Step 3: Identify/discuss/assign
Step 4: Individual reading/research/online
discussion
Step 5: Conclude
Kenapa Seven Jump ?
Perspektif dlm belajar
Behaviorism
Lingkungan membentuk perilaku
Cognitivism
Pengetahuan dibangun melalui proses yang terus-
menerus
Proses asimilasi dan akomodasi
Constructivism
Proses belajar sebagai sebuah proses yang aktif dan
konstruktif (membangun), student centered
Ada trigger untuk membangun pemahaman baru dg
menghubungkan dg prior knowledge

Tutorial
Chair
Scriber
Group
member
Tutor
Lead the process
Encourage member to participate
Maintain group dynamics
Keep to time
Ensure group keeps to task in hand
Ensure scribe work


11
Chairs Roles
Record points made by group
Help group order their thoughts
Participate in discussion
Record resources used by group

Scribers Roles
Follow the steps of the process in
sequence
Participate in discussion
Listen to and respect contributions
of others
Ask open questions
Research all the LO
Share information with others
Members Role
Identifikasi dan klarifikasi istilah
dalam skenario
Langkah 1
Recognizing concept lacking
clarity
Recognizing confusing concept
Asking for an explanation
Giving an explanation

use of dictionary

Three activities can be identified :
Ensure that everyone understand the
terminology
Ensure that everyone sees the situation
described in the same way with no ambiguity
Ensure that everyone agrees on aspects
which are beyond the remit of the task
Istilah / kata yang belum dipahami dapat
menjadi hambatan untuk memaknai masalah
Klarifikasi istilah akan menjadi awal proses
pembelajaran
Istilah / kata yang belum dipahami /
disepakati oleh anggota harus menjadi tujuan
belajar (learning objective LO)

C, 20 th, mahasiswa kedokteran
berlari mengelilingi stadion olahraga.
Setelah beberapa putaran ia berhenti
sebentar. Jantungnya berdebar- debar
dan denyut nadinya bertambah cepat.
Setelah dihitung denyut nadinya 100
kali/menit, reguler. Kemudian C
mendiskusikan hal tersebut dengan
kelompok tutorialnya. Mereka
membahas tentang jantung dan
pembuluh darah serta fungsi dan
pengaturannya dalam sirkulasi tubuh.

Nadi : Denyutan pembuluh arteri
yang berirama dan dapat diraba
oleh jari tangan
Reguler : teratur
Sirkulasi tubuh : gerakan
melewati jantung dan pembuluh
darah

Contoh langkah 1
Menetapkan masalah (masalah
adalah hal apapun dalam skenario
dan yang berkaitan, yang dituangkan
dalam bentuk pertanyaan, pernyataan
dan hipotesis)
Langkah 2
Translating the essence of the
task into a defined problem
Clearly formulating a concrete
concept

Step 2
Pertanyaan
Berapa batas normal denyut nadi ?
Mengapa jantung berdebar dan
denyut nadi meningkat setelah
berlari ? Bagaimana hubungannya
dengan homeostasis ?
Faktor apa yang menyebabkan
jantung berdebar-debar?

Contoh langkah 2
Pernyataan
Struktur jantung
Struktur pembuluh darah
Macam-macam pembuluh darah

Hipotesis:
Pada saat berlari, tubuh
membutuhkan energi lebih
banyak sehingga metabolisme
tubuh akan meningkat . Sebagai
kompensasi, jantung akan
memompa lebih cepat dan
denyut nadi bertambah cepat.

Menganalisis masalah (merinci
dan menjelaskan masalah
dengan brainstorming berdasar
prior knowledge)

Langkah 3
Listing relevance aspect and expalanation
see the problem as broadly as possible
Giving additional information
Asking more detailed question and additional
information
Asking question regarding matters that are
unclear or inconsistnt
Step 3
Avoiding the a prioriexclusion of
possible explanations
Listing alternatives

Mengorganisir penjelasan masalah
secara sistematis (mind mapping,
flow chart dan bukan narasi)
Langkah 4
Creating links between listed
aspect and explanation
Using diagrams
Noting any unclarity and gaps in
the classification
Step 4
Contoh chart
Menetapkan tujuan belajar

Langkah 5
Formulating learning objective on
the basis of knowledge that is
lacking
Creating link with the problem
analysis
Formulating in unambiguous,
clear, well defines and concrete
terms

Step 5
Aksi inotropik dan kronotropik jantung
Mekanisme jantung dan memompa darah
Fungsi jantung
Struktur makroskopis jantung
Siklus jantung
Fungsi pembuluh darah
Regulasi hormonal pada sistem
kardiovaskuler

Contoh LO
Belajar mandiri (untuk mencapai
tujuan belajar berdasar sumber
informasi)

Langkah 6
Scheduling
Selecting source information
Studying sources
Preparing report
Step 6
Contd
Careful selection of learning resources
Active study
Try to summarise the learning resources in
your own words
Consult more than one resources
Read around your learning objectives
Write down clearly where you got the
information
Make clear notes about the main points
Memaparkan, membahas dan
menata kembali informasi yang
diperoleh

Langkah 7
Presenting what has been studied
Creating links with LO
Supporting presentation with diagrams and
/or examples
Quoting sources
Asking question in case of unclarity
Giving additional information if necessary
Critically testing the new knowledge
(depth, relationship, opposition)
Step 7
Video Seven Jump..

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